Browsing by Author "Feldman, Joseph L."

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    Toward Systematically Trauma-Informed Education: The Introduction of a Healing-Centered Multi-Tiered System of Supports Framework
    (2025-05) Feldman, Joseph L.; Scheurich, James; Medina, Monica; Pike, Gary; Swazo, Roberto
    This dissertation consists of three manuscripts that collectively argue for more holistic, systemic approaches to trauma-informed education. While the Adverse Childhood Experiences (ACE) framework has been valuable in identifying trauma originating from the home, it inadequately addresses structural and systemic factors, particularly those affecting marginalized racial and ethnic groups. This work advocates for a paradigm shift toward an ecological understanding of trauma, which recognizes the interconnectedness of individual, community, and institutional factors. The goal is to foster a trauma-informed, socially just educational environment that not only helps students overcome adversity but actively works to dismantle the systems perpetuating it. The first manuscript examines the evolution of trauma treatment in K-12 schools, from early interventions targeting specific students to more inclusive trauma-informed models. While universal interventions are beneficial, the manuscript critiques the ACEs framework for focusing predominantly on home-based trauma, often neglecting systemic issues such as racial trauma. It calls for the adoption of systemically trauma-informed practices to address these issues, highlighting the critical role of school social workers in facilitating this shift. The second manuscript builds on this argument by examining how institutional practices in schools, such as zero-tolerance policies and academic tracking, contribute to racial trauma. It critiques the pervasive issues of white saviorism and color-evasiveness, which hinder efforts to address systemic racial inequities. The manuscript advocates for anti-racist trauma-informed models that recognize and address the ways schools perpetuate racial disparities, offering recommendations for school leaders on how to dismantle these harmful practices and promote a more equitable environment. The third manuscript extends the discussion to higher education, particularly social work programs. It critiques the field’s historical contribution to systemic trauma and argues for a critical examination of social work education to ensure it aligns with principles of trauma-informed care and social justice. The manuscript proposes a Healing-Centered Multi-Tiered System of Supports (HCMTSS) framework, designed to support healing and resilience among students, staff, and faculty, emphasizing the collective nature of trauma and the need for systemic change within educational institutions. Together, these manuscripts advocate for an ecological, collective approach to trauma-informed education that prioritizes healing, equity, and social justice.