TRA-5500 v2

McIntosh, M. L. (2019). Compound fractures: Healing the intersectionality of racism, classism, and trauma in schools with a trauma-informed approach as part of a social justice framework. Journal of Educational Leadership and Policy Studies, 3(1).
When referring to social justice concerning trauma-informed care in education, understanding that intersectionality correlates with adverse childhood experiences that then lead to trauma in school-aged children. A child who is a person of color will be more likely to have experienced ACEs and on a more complex level than their Caucasian peers. Educators and educational leaders must comprehend these complexities and the tools and skills to build a climate and culture to combat these adverse experiences.

McAdam, L., & Davis, C. (2019). Confronting power, privilege, and oppression in trauma-informed school-based work: Framing the ALive model within critical race theory. Drama Therapy Review, 5(1), 85-101.
Understanding that racial and class power and privilege play a crucial role in the trauma students face will help educators and educational leaders to build response-to-intervention plans in conjunction with school improvement and achievement goals to give all students an equitable opportunity to attain success. Critical Race Theory is one that high school English students across the nation are using to analyze texts. Should educators themselves analyze and evaluate their practice and curriculum through this lens? Should this lens be incorporated into plans for trauma-informed systems and practices in educational institutions and programming? There are respected experts on both sides of this argument.

Podcast provides an overview of and a solid foundation for understanding trauma-informed teaching practices.

Schiera, A. J. (2021). Seeking convergence and surfacing tensions between social justice and core practices: Re-presenting teacher education as a community of praxis. Journal of Teacher Education, 72(4), 462. https://doi.org/10.1177/0022487120964959
Remaking teacher education is an essential component to adequately staffing schools and retaining high-quality educators. If educators are not prepared to face their own trauma and the trauma of their student population, the possibility of surpassing year five in the field becomes smaller.

Gherardi, S., Flinn, R., & Jaure, V. (2020). Trauma-sensitive schools and social justice: a critical analysis. The Urban Review: Issues and Ideas in Education, 52(3), 482-506. https://doi.org/10.1007/s11256-020-00553-3
Since so many ACEs occur because of institutional racism and classicism as well as societal hierarchy, understanding social justice from an educator standpoint is important to reforming our systems.