TRA-5500 v1

Joseph, A. A., Wilcox, S. M., Hnilica, R. J., & Hansen, M. C. (2020). Keeping Race at the Center of School discipline practices and trauma-informed care: An interprofessional framework. Children & Schools, 42(3), 161–170. https://doi.org/10.1093/cs/cdaa013
Educators can further traumatize students if the school and/or district do not carefully and frequently review systems of discipline, restoration, and alternatives to suspension. While educators may have the best of intentions, ignoring trauma-informed care when creating systems in schools is statistically going to cause more trauma and harm.

Norton, L. (2019). Action research in teaching & learning: a practical guide to conducting pedagogical research in universities (Second edition). Routledge, Taylor & Francis Group.
Read Chapters 6-8. Research and writing in the field of education will require a researcher to have knowledge of action research and how to apply those findings to schools operating in the United States. While masters and doctoral students should have the ability to apply different methods, models, and research approaches, action research is critical in the field of education. In Chapters 6, 7, and 8, you will find practical guidance on how to use different types of data in action research, which will thereby prepare you to research and write in the field of education, including on the topic of trauma.

Cohen, J., & Ryan, C. (2021). The trauma-focused CBT and family acceptance project: An integrated framework for children and youth. Psychiatric Times, 38(6), 15–17.
Although the school building is not the student's home, homelife does positively or negatively impact the number of ACEs a child will face throughout the k-12 education experience. Integration is critical in creating trauma-informed schools that not only address traumatic experiences, but also help to overcome the trauma.