“I Didn’t Think Many Teachers Cared”

Using Youth Participatory Action Research with Middle Schoolers to Advance Trauma-Informed Practices in Schools

Abstract

Student voice has been largely absent in the trauma-informed schools movement.  Student perspectives on trauma-informed approaches are particularly critical for students who identify as Black, Indigenous and People of Color (BIPOC). BIPOC students consistently report more negative school experiences than their white peers, including negative school climate and lower levels of school equity and personal belonging. This article describes a youth participatory action research (YPAR) program with 18 BIPOC middle school students. We describe how YPAR was integrated with trauma-informed principles to engage student voice. We outline student-led research projects and results related to core features of trauma-informed schools. Finally, we describe how students used their findings to advocate for change within their schools. We conclude that YPAR presents a promising avenue through which school leaders and their partners can directly and meaningfully involve young people in the creation of trauma-informed schools.