Integrating Race-Conscious Professional Development as a Trauma-Informed Practice

Insights from Black Educators

Abstract

This qualitative study examines the influence of a race-conscious, trauma-informed professional development (TIPD) fellowship among Black educators serving majority-Black students. While research on trauma-informed education is expanding, little focuses on race-conscious PD for educators of racially marginalized students. In Spring 2023, four Black educators at a southeastern public charter high school participated in a trauma-informed fellowship grounded in racial awareness, culturally responsive pedagogy, and equity-centered approaches. The program included critical discourse groups, trauma-sensitive strategies, and reflective journaling. Preliminary findings highlight the development of a trauma-informed affinity group, critical reflection on internalized savior complexes, and personal self-discovery. Educators processed racial stress collectively and documented professional growth. This model fosters trauma-informed educators and enhances racial consciousness. Implications highlight the need for expanding race-conscious TIPD to include allyship training for non-Black educators and creating "third spaces" for Black students that could promote racial equity and empower students to challenge systemic inequities.