Chapter 4: Becoming a Trauma-Informed Educational Community with Underserved Students of Color: What Educators Need to Know

Disparate adult responses to student behavior, combined with increases in mental health issues and student trauma, compound the equity gap of racially minoritized students. Research suggests a correlation between social emotional learning (SEL) and student success (Gregory & Fergus, 2017). Providing a two-prong approach that includes (a) SEL curricular interventions that are not color-blind embedded within (b) a trauma-informed framework supports racially minoritized students’ well-being while simultaneously addressing the equity gap within the (in-person and distance-learning) classroom.