Equity in North Carolina’s SHLT-003

Gaps and Recommendations for Inclusive Trauma-Informed Education

Authors

DOI:

https://doi.org/10.70085/jtse.v4i3.322

Keywords:

SHLT-003, culturally responsive education, anti-racist education, Thematic Analysis, Equity Centered Trauma Informed Education, Equity, Mental Health, Schools, Mental Health policy

Abstract

This study examines North Carolina’s (NC) primary trauma-informed education (TIE) policy, SHLT-003, which governs school-based mental health plans in PK-12 education. Using culturally responsive, antiracist, equity-based, and trauma-informed (CARE-TIE) frameworks, qualitative analysis reveals that SHLT-003 is compliance-driven, emphasizing mental health and social-emotional learning (SEL) without embedding equity and deeper culturally responsive or antiracist principles. While the policy acknowledges trauma sensitivity, it lacks explicit equity-based mandates and provides minimal guidance for district-level implementation, potentially reinforcing systemic disparities. Findings highlight the need for structural policy revisions to ensure consistent, equity-centered application across NC public schools. Recommendations include integrating culturally responsive language, antiracist frameworks, and accountability structures that uplift lived experiences, to enhance accessibility, inclusivity, and systemic transformation in trauma-informed education.

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Author Biographies

Raketa Ouedraogo-Thomas, University of North Carolina at Charlotte

Dr. Raketa Ouedraogo-Thomas is an education researcher and scholar committed to systemic equity transformation in educational policy, leadership, and STEM education. With 20 years of experience in education, she began her career as a secondary math and science teacher in California before transitioning to state and district leadership roles focused on school improvement and equity initiatives in North Carolina.

Currently a postdoctoral fellow at the University of North Carolina at Charlotte, her research examines how decision-making in leadership and policy sustains or disrupts systemic equity efforts. She is particularly interested in critical approaches to leadership dispositions, STEM education, and policy implementation in historically marginalized communities.

Through collaborative research and critical inquiry, she is committed to bridging research and practice. She strives to advance equity-driven policy and leadership practices that create meaningful, lasting change. She values purpose, understanding, and impact; in all things, she seeks to uplift and support.

Dr. Samantha Rummage Massey, Guilford College

Dr. Samantha Rummage-Massey is an advocate for fostering inclusive and equitable learning environments across both PK-12 and higher education. Her work focuses on empowering individuals to contribute their perspectives and promoting growth toward justice and liberation. Drawing on her extensive experience as an English teacher and district coach, she specializes in designing and delivering culturally responsive professional development programs that support meaningful learning experiences.

In her higher education role, Dr. Rummage-Massey integrates technology with inclusive teaching methods, developing training sessions that enable educators to effectively utilize digital platforms in their instruction. She is committed to creating innovative learning spaces by combining equity-driven approaches with practical strategies. Her expertise in collaboration and the implementation of restorative and trauma-informed practices helps cultivate environments where all students can thrive.

Lesa M. King Bullins, Smart Start of Forsyth County

Lesa King Bullins, Director of Research and Early Learning, is an accomplished education specialist with extensive expertise in fostering Diversity, Equity, and Inclusion within educational frameworks. Her research focuses on developing evidence-based approaches to create more inclusive learning environments and enhance student outcomes across diverse populations.

With a distinguished career spanning teaching, administration, and student services, King Bullins has pioneered innovative methodologies that address educational disparities while promoting equitable access to quality learning experiences. Her work consistently demonstrates the positive impact of culturally responsive practices on academic achievement and social-emotional development in early learning contexts.

As a recognized facilitator and curriculum specialist with an Educational Specialist (EdS) degree, she has successfully implemented transformative initiatives that bridge theoretical frameworks with practical classroom applications. King Bullins’ current research explores the intersection of early childhood development, inclusive pedagogies, and institutional structures that support educational equity.​​​​​​​​​​​​​​​​

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Published

02/19/2026

How to Cite

Ouedraogo-Thomas, R., Rummage Massey, S., & King Bullins, L. (2026). Equity in North Carolina’s SHLT-003: Gaps and Recommendations for Inclusive Trauma-Informed Education. Journal of Trauma Studies in Education, 4(3), 1–26. https://doi.org/10.70085/jtse.v4i3.322

Issue

Vol. 4 No. 3 (2025): Special Issue on Cultural Responsiveness, Anti-Racism, and Equitable Practices in Trauma-Informed Schools

Section

Special Issue Articles

License

Copyright (c) 2026 Raketa Ouedraogo-Thomas, Dr. Samantha Rummage Massey, Lesa M. King Bullins

Creative Commons License

This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.

Upon publication articles are immediately and freely available to anyone, anywhere, at any time. All published articles are licensed under a Creative Commons Attribution-NonCommercial-NoDerivs 4.0 Unported License. All articles are permanently available online. The final version of articles may be posted to an institutional repository or to the author's own website as long as the article includes a link back to the original article posted on JTSE.

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