Addressing Racial Trauma in Schools: Perspectives from Students, Parents, and School Staff

Students of color are disproportionately affected by racial trauma - the stressful impact or emotional pain that comes from experiencing racism. Interventions that address racial trauma in schools offer a promising approach to promote healing and prevent negative outcomes among students of color. This study aimed to examine the perspectives of teachers, parents, and students of color on ways schools can address racial trauma among adolescents and become more equitable in their policies and practices. We conducted nine focus groups at three racially and ethnically diverse middle schools in the Midwest of the United States. Participants were asked open-ended questions about trauma and racism experienced by adolescents in their community, psychosocial consequences of trauma and racism, and availability of school and community services to address these experiences. Participants were also asked questions to inform intervention strategies to address racial trauma among adolescents. Separate focus groups were conducted with parents (N = 12), students (N = 24), and school staff (N = 27). Thematic analysis was conducted to identify priorities for racial trauma interventions in schools. The following themes were identified reflecting priority areas to address racial trauma among adolescents in schools: (1) the criminalization of students and families of color; (2) race-based violence; (3) exclusionary practices; and (4) lack of representation in staff and curriculum. Through centering the lived experiences of those most impacted by racial trauma the current study identifies the importance of multi-level intervention strategies that include changing specific school policies and practices that are needed to mitigate racial trauma in schools.