Bringing Sanctuary to School: Assessing School Climate as a Foundation for Culturally Responsive Trauma-Informed Approaches for Urban Schools

Autor/inn/en	Blitz, Lisa V.; Yull, Denise; Clauhs, Matthew
Titel	Bringing Sanctuary to School: Assessing School Climate as a Foundation for Culturally Responsive Trauma-Informed Approaches for Urban Schools
Quelle	In: Urban Education, 55 (2020) 1, S.95-124 (30 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0042-0859
DOI	10.1177/0042085916651323
Schlagwörter	Urban Schools; Trauma; Educational Environment; Poverty; Minority Group Students; Economically Disadvantaged; College School Cooperation; Culturally Relevant Education; Student Diversity; Social Justice; Racial Differences; Stress Variables; Elementary School Students; Elementary School Teachers; Well Being; Student Needs; Stress Management; Student Behavior; Behavior Modification; Student School Relationship; Discipline; Behavior Problems; Truancy; Caring; Interpersonal Relationship; School Culture; Cultural Influences + Suchen Sie Ihr Suchwort? Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Armut; Soziale Gerechtigkeit; Rassenunterschied; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Well-being; Wellness; Wohlbefinden; Stressmanagement; Stressbewältigung; Student behaviour; Schülerverhalten; Behaviour modification; Verhaltensänderung; Schüler-Lehrer-Beziehung; Disziplin; Schulabsentismus; Schulschwänzen; Schulverweigerung; Care; Pflege; Sorge; Betreuung; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung; Schulkultur; Schulleben; Cultural influence; Kultureinfluss
Abstract	Decades of federal economic policies that have concentrated poverty into isolated communities have devastated urban education, and expose youth and families to high stress and trauma. Disproportionately negative outcomes for students of color and those who are economically disadvantaged can be understood as manifestations of negative racial school climate and inadequate responsiveness to students' trauma. As part of a school-university partnership to inform culturally responsive trauma-informed pedagogy, this study assessed the climate of a racially diverse high-poverty elementary school. Findings explored the application of the trauma-informed Sanctuary Model to address students' trauma and a social justice response for urban education. (As Provided).
Anmerkungen	SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01