"At What Point Do You Ask a Suicidal Teen to Do Their Math Homework?": How Los Angeles Teachers Are Navigating the Effects of Violence-Related Trauma in the Classroom

Racism, violence exposure, trauma, and education are inextricably linked, impacting adolescents' current and future well-being. Although trauma-­informed care models are being adopted in schools, research is unclear about what individual and institutional factors influence teachers' respon...

Full description

Saved in:
Bibliographic Details
Published inThe Educational Forum Vol. 88; no. 2; pp. 217 - 233
Main Authors Sonsteng-Person, Melanie A., Fensterstock, Natalie, Higham, Miranda, Kidd, Jessica
Format Report
LanguageEnglish
Published Routledge 02.04.2024
Subjects
burnout
secondary traumatic stress
teacher biases
Teacher education
trauma-informed teaching
Online AccessGet full text

Cover

More Information
Summary:Racism, violence exposure, trauma, and education are inextricably linked, impacting adolescents' current and future well-being. Although trauma-­informed care models are being adopted in schools, research is unclear about what individual and institutional factors influence teachers' responses to students exposed to violence-related trauma. Findings from this qualitative convergent mixed-methods study highlight how teachers' personal attributes, identity match, and institutional limitations collectively influence teachers' ability to support their students and their own well-being.
ISSN:0013-1725
1938-8098
DOI:10.1080/00131725.2023.2279762