Mental health research concerning adverse childhood experiences and neurocognitive trauma has prompted many school districts to pursue the development of trauma-informed schools that attend specifically to the emotional and instructional needs of affected students. Researchers and practitioners are fast proliferating trauma-informed professional practices. Given research findings indicating disproportionate impacts of trauma on students of color and those living in poverty, in this article, we examine the risks of trauma-informed educational programs reanimating cultural deficit theories from the 1960s about marginalized students and families. Educators are challenged to thoughtfully fortify trauma-informed schooling by increasing awareness of deficit perspectives and incorporating critical anti-racist, equity-focused practices.
Palma, C., Abdou, A. S., Danforth, S., & Griffiths, A. J. (2023). Are deficit perspectives thriving in trauma-informed schools? A historical and anti-racist reflection. Equity & Excellence in Education. https://doi.org/10.1080/10665684.2023.2192983
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