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Cultivating Trauma-Informed Educational Practices for Students with Refugee Backgrounds.

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Title: Cultivating Trauma-Informed Educational Practices for Students with Refugee Backgrounds.
Authors: Bailey, Megan, Kim, Wooksoo, Koury, Samantha P, Green, Susan A, Kim, Isok
Source: Children & Schools. Oct2023, Vol. 45 Issue 4, p223-232. 10p.
Subjects: Teacher-student relationships, Safety, School environment, Psychology of refugees, Social workers, Professional employee training, Executives, Historical trauma, Emotional trauma, Experience, Students, Schools, Teachers, Wounds & injuries, Trust, United States. Substance Abuse & Mental Health Services Administration
Abstract: Schools provide spaces for academic knowledge while also addressing children's social and emotional developmental needs. Because of the holistic development occurring within the education system, it is important to have an awareness of students' experiences and challenges both inside and outside of the classroom. Students with refugee backgrounds represent diverse cultures, languages, and experiences but often share some common challenges and traumas. While trauma can impact students' ability to learn and develop, classroom expectations, procedures, and rhythms can be adjusted to be trauma informed. Trauma-informed educational practices allow for a universal precautionary model for teachers and school staff to neutralize the environment for possible retraumatization, contributing to the creation of better educational experiences for students with refugee backgrounds as well as the rest of the student body. The aim of this article is to provide primary and secondary school staff—including teachers, administrators, and social workers—with practical information about trauma-informed educational practices to help them address the specific and unique needs of students with refugee backgrounds. Authors include examples of how school social workers, teachers, staff, and administrators can think about trauma-informed practices in the context of education and students with refugee backgrounds. [ABSTRACT FROM AUTHOR]
Copyright of Children & Schools is the property of Oxford University Press / USA and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Psychology and Behavioral Sciences Collection
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  Data: Cultivating Trauma-Informed Educational Practices for Students with Refugee Backgrounds.
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  Data: <searchLink fieldCode="AR" term="%22Bailey%2C+Megan%22">Bailey, Megan</searchLink><br /><searchLink fieldCode="AR" term="%22Kim%2C+Wooksoo%22">Kim, Wooksoo</searchLink><br /><searchLink fieldCode="AR" term="%22Koury%2C+Samantha+P%22">Koury, Samantha P</searchLink><br /><searchLink fieldCode="AR" term="%22Green%2C+Susan+A%22">Green, Susan A</searchLink><br /><searchLink fieldCode="AR" term="%22Kim%2C+Isok%22">Kim, Isok</searchLink>
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  Data: <searchLink fieldCode="JN" term="%22Children+%26+Schools%22">Children & Schools</searchLink>. Oct2023, Vol. 45 Issue 4, p223-232. 10p.
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  Data: <searchLink fieldCode="DE" term="%22Teacher-student+relationships%22">Teacher-student relationships</searchLink><br /><searchLink fieldCode="DE" term="%22Safety%22">Safety</searchLink><br /><searchLink fieldCode="DE" term="%22School+environment%22">School environment</searchLink><br /><searchLink fieldCode="DE" term="%22Psychology+of+refugees%22">Psychology of refugees</searchLink><br /><searchLink fieldCode="DE" term="%22Social+workers%22">Social workers</searchLink><br /><searchLink fieldCode="DE" term="%22Professional+employee+training%22">Professional employee training</searchLink><br /><searchLink fieldCode="DE" term="%22Executives%22">Executives</searchLink><br /><searchLink fieldCode="DE" term="%22Historical+trauma%22">Historical trauma</searchLink><br /><searchLink fieldCode="DE" term="%22Emotional+trauma%22">Emotional trauma</searchLink><br /><searchLink fieldCode="DE" term="%22Experience%22">Experience</searchLink><br /><searchLink fieldCode="DE" term="%22Students%22">Students</searchLink><br /><searchLink fieldCode="DE" term="%22Schools%22">Schools</searchLink><br /><searchLink fieldCode="DE" term="%22Teachers%22">Teachers</searchLink><br /><searchLink fieldCode="DE" term="%22Wounds+%26+injuries%22">Wounds & injuries</searchLink><br /><searchLink fieldCode="DE" term="%22Trust%22">Trust</searchLink><br /><searchLink fieldCode="DE" term="%22United+States%2E+Substance+Abuse+%26+Mental+Health+Services+Administration%22">United States. Substance Abuse & Mental Health Services Administration</searchLink>
– Name: Abstract
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  Data: Schools provide spaces for academic knowledge while also addressing children's social and emotional developmental needs. Because of the holistic development occurring within the education system, it is important to have an awareness of students' experiences and challenges both inside and outside of the classroom. Students with refugee backgrounds represent diverse cultures, languages, and experiences but often share some common challenges and traumas. While trauma can impact students' ability to learn and develop, classroom expectations, procedures, and rhythms can be adjusted to be trauma informed. Trauma-informed educational practices allow for a universal precautionary model for teachers and school staff to neutralize the environment for possible retraumatization, contributing to the creation of better educational experiences for students with refugee backgrounds as well as the rest of the student body. The aim of this article is to provide primary and secondary school staff—including teachers, administrators, and social workers—with practical information about trauma-informed educational practices to help them address the specific and unique needs of students with refugee backgrounds. Authors include examples of how school social workers, teachers, staff, and administrators can think about trauma-informed practices in the context of education and students with refugee backgrounds. [ABSTRACT FROM AUTHOR]
– Name: AbstractSuppliedCopyright
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  Data: <i>Copyright of Children & Schools is the property of Oxford University Press / USA and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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RecordInfo BibRecord:
  BibEntity:
    Identifiers:
      – Type: doi
        Value: 10.1093/cs/cdad017
    Languages:
      – Code: eng
        Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 10
        StartPage: 223
    Subjects:
      – SubjectFull: Teacher-student relationships
        Type: general
      – SubjectFull: Safety
        Type: general
      – SubjectFull: School environment
        Type: general
      – SubjectFull: Psychology of refugees
        Type: general
      – SubjectFull: Social workers
        Type: general
      – SubjectFull: Professional employee training
        Type: general
      – SubjectFull: Executives
        Type: general
      – SubjectFull: Historical trauma
        Type: general
      – SubjectFull: Emotional trauma
        Type: general
      – SubjectFull: Experience
        Type: general
      – SubjectFull: Students
        Type: general
      – SubjectFull: Schools
        Type: general
      – SubjectFull: Teachers
        Type: general
      – SubjectFull: Wounds & injuries
        Type: general
      – SubjectFull: Trust
        Type: general
      – SubjectFull: United States. Substance Abuse & Mental Health Services Administration
        Type: general
    Titles:
      – TitleFull: Cultivating Trauma-Informed Educational Practices for Students with Refugee Backgrounds.
        Type: main
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          Name:
            NameFull: Bailey, Megan
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            NameFull: Kim, Wooksoo
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            NameFull: Koury, Samantha P
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            NameFull: Green, Susan A
      – PersonEntity:
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            NameFull: Kim, Isok
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          Dates:
            – D: 01
              M: 10
              Text: Oct2023
              Type: published
              Y: 2023
          Identifiers:
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              Value: 15328759
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              Value: 45
            – Type: issue
              Value: 4
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            – TitleFull: Children & Schools
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