View in EDS HTML Full Text PDF Full Text

Critical Trauma Theory and School Discipline: A Practice Highlight for Contextualizing Racially Disproportional School Suspensions.

Saved in:
Bibliographic Details
Title: Critical Trauma Theory and School Discipline: A Practice Highlight for Contextualizing Racially Disproportional School Suspensions.
Authors: Joseph-McCatty, Andrea (AUTHOR), Massey, Michael J (AUTHOR), Sanders, Jane E (AUTHOR)
Source: Children & Schools. Apr2026, Vol. 48 Issue 2, p128-131. 4p.
Subjects: Medical protocols, Post-traumatic stress disorder, Social justice, Schools, Racism, Emotional trauma, Psychology, Students, Teachers, Critical race theory, School discipline, Punishment, Social skills, Educational psychology, Theory, Minorities, Adverse childhood experiences
Abstract: The article focuses on the intersection of adverse childhood experiences (ACEs), trauma, systemic inequities, and racial disparities in school discipline, particularly suspensions and expulsions. It highlights that students of color (SOC) face disproportionate risks of ACEs due to historical and ongoing systemic oppression, which contributes to higher rates of disciplinary actions compared to their White peers. Using Critical Trauma Theory (CTT), an extension of Critical Race Theory (CRT), the authors propose guidelines for educators and researchers to contextualize discipline data through a lens of cumulative adversity, systemic oppression, and intersectionality. The article emphasizes expanding ACE measures to include broader adversities relevant to SOC, rejecting essentialist and deficit-based interpretations of trauma responses, and calls for trauma-informed, culturally responsive interventions that address structural racism in school discipline practices. [Extracted from the article]
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
Full text is not displayed to guests.
FullText Links:
  – Type: pdflink
Text:
  Availability: 1
Header DbId: pbh
DbLabel: Psychology and Behavioral Sciences Collection
An: 192964281
AccessLevel: 6
PubType: Academic Journal
PubTypeId: academicJournal
PreciseRelevancyScore: 0
IllustrationInfo
Items – Name: Title
  Label: Title
  Group: Ti
  Data: Critical Trauma Theory and School Discipline: A Practice Highlight for Contextualizing Racially Disproportional School Suspensions.
– Name: Author
  Label: Authors
  Group: Au
  Data: <searchLink fieldCode="AR" term="%22Joseph-McCatty%2C+Andrea%22">Joseph-McCatty, Andrea</searchLink> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Massey%2C+Michael+J%22">Massey, Michael J</searchLink> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Sanders%2C+Jane+E%22">Sanders, Jane E</searchLink> (AUTHOR)
– Name: TitleSource
  Label: Source
  Group: Src
  Data: <searchLink fieldCode="JN" term="%22Children+%26+Schools%22">Children & Schools</searchLink>. Apr2026, Vol. 48 Issue 2, p128-131. 4p.
– Name: Subject
  Label: Subjects
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22Medical+protocols%22">Medical protocols</searchLink><br /><searchLink fieldCode="DE" term="%22Post-traumatic+stress+disorder%22">Post-traumatic stress disorder</searchLink><br /><searchLink fieldCode="DE" term="%22Social+justice%22">Social justice</searchLink><br /><searchLink fieldCode="DE" term="%22Schools%22">Schools</searchLink><br /><searchLink fieldCode="DE" term="%22Racism%22">Racism</searchLink><br /><searchLink fieldCode="DE" term="%22Emotional+trauma%22">Emotional trauma</searchLink><br /><searchLink fieldCode="DE" term="%22Psychology%22">Psychology</searchLink><br /><searchLink fieldCode="DE" term="%22Students%22">Students</searchLink><br /><searchLink fieldCode="DE" term="%22Teachers%22">Teachers</searchLink><br /><searchLink fieldCode="DE" term="%22Critical+race+theory%22">Critical race theory</searchLink><br /><searchLink fieldCode="DE" term="%22School+discipline%22">School discipline</searchLink><br /><searchLink fieldCode="DE" term="%22Punishment%22">Punishment</searchLink><br /><searchLink fieldCode="DE" term="%22Social+skills%22">Social skills</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+psychology%22">Educational psychology</searchLink><br /><searchLink fieldCode="DE" term="%22Theory%22">Theory</searchLink><br /><searchLink fieldCode="DE" term="%22Minorities%22">Minorities</searchLink><br /><searchLink fieldCode="DE" term="%22Adverse+childhood+experiences%22">Adverse childhood experiences</searchLink>
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: The article focuses on the intersection of adverse childhood experiences (ACEs), trauma, systemic inequities, and racial disparities in school discipline, particularly suspensions and expulsions. It highlights that students of color (SOC) face disproportionate risks of ACEs due to historical and ongoing systemic oppression, which contributes to higher rates of disciplinary actions compared to their White peers. Using Critical Trauma Theory (CTT), an extension of Critical Race Theory (CRT), the authors propose guidelines for educators and researchers to contextualize discipline data through a lens of cumulative adversity, systemic oppression, and intersectionality. The article emphasizes expanding ACE measures to include broader adversities relevant to SOC, rejecting essentialist and deficit-based interpretations of trauma responses, and calls for trauma-informed, culturally responsive interventions that address structural racism in school discipline practices. [Extracted from the article]
– Name: AbstractSuppliedCopyright
  Label:
  Group: Ab
  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.)
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=pbh&AN=192964281
RecordInfo BibRecord:
  BibEntity:
    Identifiers:
      – Type: doi
        Value: 10.1093/cs/cdag005
    Languages:
      – Code: eng
        Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 4
        StartPage: 128
    Subjects:
      – SubjectFull: Medical protocols
        Type: general
      – SubjectFull: Post-traumatic stress disorder
        Type: general
      – SubjectFull: Social justice
        Type: general
      – SubjectFull: Schools
        Type: general
      – SubjectFull: Racism
        Type: general
      – SubjectFull: Emotional trauma
        Type: general
      – SubjectFull: Psychology
        Type: general
      – SubjectFull: Students
        Type: general
      – SubjectFull: Teachers
        Type: general
      – SubjectFull: Critical race theory
        Type: general
      – SubjectFull: School discipline
        Type: general
      – SubjectFull: Punishment
        Type: general
      – SubjectFull: Social skills
        Type: general
      – SubjectFull: Educational psychology
        Type: general
      – SubjectFull: Theory
        Type: general
      – SubjectFull: Minorities
        Type: general
      – SubjectFull: Adverse childhood experiences
        Type: general
    Titles:
      – TitleFull: Critical Trauma Theory and School Discipline: A Practice Highlight for Contextualizing Racially Disproportional School Suspensions.
        Type: main
  BibRelationships:
    HasContributorRelationships:
      – PersonEntity:
          Name:
            NameFull: Joseph-McCatty, Andrea
      – PersonEntity:
          Name:
            NameFull: Massey, Michael J
      – PersonEntity:
          Name:
            NameFull: Sanders, Jane E
    IsPartOfRelationships:
      – BibEntity:
          Dates:
            – D: 01
              M: 04
              Text: Apr2026
              Type: published
              Y: 2026
          Identifiers:
            – Type: issn-print
              Value: 15328759
          Numbering:
            – Type: volume
              Value: 48
            – Type: issue
              Value: 2
          Titles:
            – TitleFull: Children & Schools
              Type: main
ResultId 1