From Producing to Reducing Trauma: A Call for "Trauma-Informed" Research(ers) to Interrogate How Schools Harm Students

Although "trauma-informed education" has gained momentum across the United States in recent years, a question remains neglected by the research community: How can education research inform understandings of "trauma-informed" approaches when education itself is trauma-producing fo...

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Bibliographic Details
Published in:Educational Researcher 2021-11, Vol.50 (8), p.537-545, Article 537
Main Authors: Petrone, Robert, Stanton, Christine Rogers
Format: Article
Language:English
Subjects:
American Indian Students
At risk students
Biomedicine
Child Development
Critical theory
Definitions
Educational Environment
Educational Methods
Educational Research
Experience
Indigenous Populations
Native education
Research Methodology
Research Needs
REVIEWS/ESSAYS
School Role
Social History
Student Behavior
Trauma
United States History
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Summary:Although "trauma-informed education" has gained momentum across the United States in recent years, a question remains neglected by the research community: How can education research inform understandings of "trauma-informed" approaches when education itself is trauma-producing for many students? This article (1) explores limitations of trauma-informed educational scholarship, particularly its reliance on individualized, biomedical understandings of trauma; (2) articulates theoretical reconceptualizations for subsequent research to account for historical trauma and ways schools and research inflict harm on students; and (3) calls for expansion of relational, participatory, and humanizing methodologies. Overall, we argue for a shift from research that focuses on "trauma-informed education" to scholarship that enacts a sociohistorical trauma-reducing framework to more effectively interrogate the intersections of trauma, schooling, and research.
ISSN:0013-189X
1935-102X
DOI:10.3102/0013189X211014850