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Assessing Perceptions of Culture and Trauma in an Elementary School: Informing a Model for Culturally Responsive Trauma-Informed Schools

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Abstract

Negative outcomes for students of color and those who are economically disadvantaged are troubling patterns in schools nationwide. Systemic racial disparities, including disproportional poverty, are part of the problem. Regardless of their race, however, children who live with poverty often have heightened exposure to adverse experiences. Implementing a culturally responsive trauma-informed approach to understand and respond to students can address the impact of disparities, teach resiliency skills, and promote the wellbeing and achievement of all students. This study describes a school-university collaboration to develop such a model. Findings explore school personnel’s perceptions about race, trauma, and the stressors their students face in the context of the developing model.

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Notes

  1. To protect the identity of the school district, a specific citation is not provided for community or school data.

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Authors and Affiliations

  1. Department of Social Work, College of Community and Public Affairs, Binghamton University, PO Box 6000, Binghamton, NY, 13902, USA

    Lisa V. Blitz

  2. Graduate School of Education, Binghamton University, Binghamton, NY, USA

    Elizabeth M. Anderson

  3. Binghamton University, Binghamton, NY, USA

    Monique Saastamoinen

Authors
  1. Lisa V. Blitz
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  2. Elizabeth M. Anderson
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  3. Monique Saastamoinen
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Correspondence to Lisa V. Blitz.

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Blitz, L.V., Anderson, E.M. & Saastamoinen, M. Assessing Perceptions of Culture and Trauma in an Elementary School: Informing a Model for Culturally Responsive Trauma-Informed Schools. Urban Rev 48, 520–542 (2016). https://doi.org/10.1007/s11256-016-0366-9

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