Reducing Mass Incarceration Through Trauma-Informed Pedagogy: Reshaping Responses to Trauma in America

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Author(s): Belinda Marie Alexander-Ashley (Independent Researcher, USA)
Copyright: 2022
Pages: 21
Source title: Strategies and Methods for Implementing Trauma-Informed Pedagogy
Source Author(s)/Editor(s): Carianne Bernadowski (Robert Morris University, USA)
DOI: 10.4018/978-1-7998-7473-7.ch007

Keywords: Curriculum Development and Instructional Design / Human Behavior & Psychology / Information Science Reference / Social Sciences & Humanities

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Abstract

This chapter outlines strategies and practices that align with the Substance Abuse and Mental Health Services Administration's trauma-informed approach applied to school pedagogy in the United States to minimize or prevent trauma, especially for students referred to the school-to-prison pipeline, consequently reducing mass incarceration. With the onset of the COVID-19 pandemic in 2020, the United States' health crisis exposed a vulnerability for people of color, poorer communities, and those incarcerated, stressing a need to respond expediently to address trauma in marginalized communities. The Adverse Childhood Experiences Connection referred to childhood trauma as “America's hidden health crisis.” Focusing on trauma for school-aged youth offers a path to preventing or minimizing trauma. Research suggests that more robust, multidisciplinary research, with an intentional purpose to transform teacher practices and responses to disciplinary conduct, is needed.

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Reducing Mass Incarceration Through Trauma-Informed Pedagogy: Reshaping Responses to Trauma in America

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