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Examining Trauma-Informed Teaching and the Trauma Symptomatology of Court-Involved Girls

Abstract

Young women living in urban contexts, particularly those with involvement in the foster care and juvenile justice systems, experience significant barriers to academic well-being as a result of childhood trauma. To date, little research has been done to evaluate evidence-based, trauma-informed educational interventions to improve outcomes among these students. This study used survey data from a multi-year trauma-informed teaching intervention to quantitatively measure the well-being of trauma-exposed girls in an urban, trauma-informed school setting. The study explored whether girls at a trauma-informed school demonstrated significant changes in trauma symptomatology and whether these changes varied by race/ethnicity. As hypothesized, participants experienced a statistically significant decrease in trauma symptoms over the observation period. However, there were no significant differences in trauma symptom change based on race/ethnicity. Policy and practice implications are discussed.

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Crosby, S.D., Day, A., Baroni, B.A. et al. Examining Trauma-Informed Teaching and the Trauma Symptomatology of Court-Involved Girls. Urban Rev 51, 582–598 (2019). https://doi.org/10.1007/s11256-019-00533-2

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Keywords

  • Trauma-informed teaching
  • Childhood trauma
  • Trauma symptoms
  • School-to-prison pipeline