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The Urban Review

, Volume 51, Issue 4, pp 582–598 | Cite as

Examining Trauma-Informed Teaching and the Trauma Symptomatology of Court-Involved Girls

  • Shantel D. CrosbyEmail author
  • Angelique Day
  • Beverly A. Baroni
  • Cheryl Somers
Article

Abstract

Young women living in urban contexts, particularly those with involvement in the foster care and juvenile justice systems, experience significant barriers to academic well-being as a result of childhood trauma. To date, little research has been done to evaluate evidence-based, trauma-informed educational interventions to improve outcomes among these students. This study used survey data from a multi-year trauma-informed teaching intervention to quantitatively measure the well-being of trauma-exposed girls in an urban, trauma-informed school setting. The study explored whether girls at a trauma-informed school demonstrated significant changes in trauma symptomatology and whether these changes varied by race/ethnicity. As hypothesized, participants experienced a statistically significant decrease in trauma symptoms over the observation period. However, there were no significant differences in trauma symptom change based on race/ethnicity. Policy and practice implications are discussed.

Keywords

Trauma-informed teaching Childhood trauma Trauma symptoms School-to-prison pipeline 

Notes

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Copyright information

© Springer Nature B.V. 2019

Authors and Affiliations

  • Shantel D. Crosby
    • 1
    Email author
  • Angelique Day
    • 2
  • Beverly A. Baroni
    • 3
  • Cheryl Somers
    • 4
  1. 1.University of LouisvilleLouisvilleUSA
  2. 2.University of WashingtonSeattleUSA
  3. 3.Clara B. Ford AcademyDearborn HeightsUSA
  4. 4.Wayne State UniversityDetroitUSA

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