{"id":82,"date":"2017-04-25T11:29:15","date_gmt":"2017-04-25T15:29:15","guid":{"rendered":"https:\/\/courses.bowdoin.edu\/education-2272-spring-2017-hpucker\/?page_id=82"},"modified":"2017-05-15T10:41:34","modified_gmt":"2017-05-15T14:41:34","slug":"trauma-in-urban-schools","status":"publish","type":"page","link":"https:\/\/courses.bowdoin.edu\/education-2272-spring-2017-hpucker\/about\/trauma-in-urban-schools\/","title":{"rendered":"Trauma in Urban Schools"},"content":{"rendered":"
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(1)<\/p><\/div>\n

We cannot separate what goes on outside of school from what goes on within (Anyon, 2014).1 \u00a0<\/sup>Behaviors that we associate with trauma infiltrate the schoolhouse and influence how a student behaves, socializes, and performs in school<\/strong>. Teachers often misinterpret these trauma responses as intentional misbehavior, rebellion, or inattention (Terassi & Crain de Galarce, 2017).2 \u00a0<\/sup>This is especially problematic because it has racial consequences<\/strong>. Black and Latino children experience more trauma than\u00a0White children (Woodbridge et al., 2015).<\/span>3\u00a0<\/sup>Residential segregation engenders a concentration of poverty, which in turn brings about a concentration of potentially traumatic sights and occurrences. Likewise, the historically rooted, pervasive, racist attitudes that Black and Latino students must confront can be traumatic.<\/span><\/p>\n

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(2)<\/p><\/div>\n

More needs to be done<\/strong>. School-aged children still have neuroplasticity (Terassi & Crain de Galarce, 2017).2 \u00a0\u00a0<\/sup>There is work to do within the education system; schools rarely screen students for trauma or provide the services\u00a0and support\u00a0that this vulnerable population needs (Woodbridge et al., 2015).3 \u00a0<\/sup>But also, since what goes on in and out of school is so related, any support, education, and guidance that students and their loved ones receive from mentors and organizations outside of the schoolhouse could also be immensely helpful.<\/p>\n

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  1. Anyon, Jean. (2014)\u00a0Radical possibilities: Public policy, urban education, and a new\u00a0<\/em>social movement.\u00a0<\/em>(2nd\u00a0ed.). New York:\u00a0Rutledge.<\/li>\n
  2. Terassi, S. & Crain de Galarce, P. (2017, March 1). Trauma and learning in America\u2019s classrooms. Phi Delta Kappan, 98<\/em>(6), 35-41.<\/li>\n
  3. Woodbridge, M.W., Sumi, W.C., Thornton, S.P., Fabrikant, N., Rouspil, K.M., Langley, A.K., & Kataoka, S.H. (2015). Screening for trauma in early adolescence: Findings from a diverse school district. School Mental Health 8, <\/em>89-105.<\/li>\n<\/ol>\n

    Images:<\/p>\n

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    1. School mental health conference: Trauma in our schools [photograph]. (2016). Retrieved April 27, 2017 from\u00a0https:\/\/www.unmc.edu\/cce\/prev-conf\/past2016\/farley\/school-mental-health\/index.html<\/li>\n
    2. Trauma sensitive schools in Kansas City want to teach communities to persevere [photograph]. (2014, October 23). Retrieved April 27, 2017 from\u00a0http:\/\/www.kansascity.com\/news\/local\/article3332913.html#storylink=cpy<\/li>\n<\/ol>\n","protected":false},"excerpt":{"rendered":"

      We cannot separate what goes on outside of school from what goes on within (Anyon, 2014).1 \u00a0Behaviors that we associate with trauma infiltrate the schoolhouse and influence how a student behaves, socializes, and performs in school. Teachers often misinterpret these trauma responses as intentional misbehavior, rebellion, or inattention (Terassi & Crain de Galarce, 2017).2 \u00a0This […]<\/p>\n","protected":false},"author":463,"featured_media":0,"parent":7,"menu_order":0,"comment_status":"closed","ping_status":"closed","template":"page-templates\/full-width.php","meta":{"footnotes":""},"class_list":["post-82","page","type-page","status-publish","hentry"],"_links":{"self":[{"href":"https:\/\/courses.bowdoin.edu\/education-2272-spring-2017-hpucker\/wp-json\/wp\/v2\/pages\/82","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/courses.bowdoin.edu\/education-2272-spring-2017-hpucker\/wp-json\/wp\/v2\/pages"}],"about":[{"href":"https:\/\/courses.bowdoin.edu\/education-2272-spring-2017-hpucker\/wp-json\/wp\/v2\/types\/page"}],"author":[{"embeddable":true,"href":"https:\/\/courses.bowdoin.edu\/education-2272-spring-2017-hpucker\/wp-json\/wp\/v2\/users\/463"}],"replies":[{"embeddable":true,"href":"https:\/\/courses.bowdoin.edu\/education-2272-spring-2017-hpucker\/wp-json\/wp\/v2\/comments?post=82"}],"version-history":[{"count":0,"href":"https:\/\/courses.bowdoin.edu\/education-2272-spring-2017-hpucker\/wp-json\/wp\/v2\/pages\/82\/revisions"}],"up":[{"embeddable":true,"href":"https:\/\/courses.bowdoin.edu\/education-2272-spring-2017-hpucker\/wp-json\/wp\/v2\/pages\/7"}],"wp:attachment":[{"href":"https:\/\/courses.bowdoin.edu\/education-2272-spring-2017-hpucker\/wp-json\/wp\/v2\/media?parent=82"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}