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

Editorial Team

Dr. Jerica Knox, University of Maryland School of Medicine & National Center for School Mental Health, Associate Editor & Special Issue Guest Editor
Dr. Brooksie Sturdivant, , Founder & Lead Educational Consultant for RISE Services, Inc. & 3e LLC, Associate Editor & Special Issue Guest Editor
Dr. Jason Lynch, Appalachian State University, Executive Editor

Published: 02/19/2026

Letter from the Editor

Introduction to the Special Issue Applying a CARE Framework to Trauma-Informed Schools

Jerica Knox, Brooksie Sturdivant

i-viii
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Special Issue Articles

Equity in North Carolina’s SHLT-003 Gaps and Recommendations for Inclusive Trauma-Informed Education

Raketa Ouedraogo-Thomas, Dr. Samantha Rummage Massey, Lesa M. King Bullins

1-26
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Towards Racial Equity in Trauma-Informed Schools A Modified Delphi Study of Essential Intervention and Implementation Strategies

Z. Ayotola Onipede, Tamar Kodish, Anna S. Lau

27-57
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MONARCH: Examining a Model for Middle Level and Secondary Trauma Informed Education

Shantel Crosby, Cheryl Somers, Angelique Day, Anthony Gomez, Tamarie Willis, Kathryn Tillett

58-79
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Mental Health or Discipline? Exploring School Counselors’ and School Administrators’ Perspectives on Black Youth Suicide Prevention

Dana Griffin, Constance Lindsay, Marisa Marraccini, Telieha Middleton, Jay Mathis

80-107
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Moving from Informing to Transforming Centering Cultural Humility & Equity in HEARTS Trauma-Informed School Implementation

Martha Merchant, Nyasha Evans-Bonner, Stephanie Guinosso, Joyce Dorado, Hazel Benigno

108-125
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“Working at the Speed of Trust” The Roles of Trust and Power in Effective Implementation

Laura Soltani, MSW, LICSW, Johara Suleiman, MSW, LICSW, Jasmine Banegas, MA, MSW, LICSW, Hopewell R. Hodges, MA, Saida Abdi, PhD, MSW, LICSW, Mimi Choy-Brown, PhD, MSW

126-150
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Culturally Responsive, Trauma-Informed Care for Newcomer Students Engagement and Clinical Strategies from Providers in School-Based Health Centers

Erum Nadeem, Vanesa M. Ringle

151-179
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“I Didn’t Think Many Teachers Cared” Using Youth Participatory Action Research with Middle Schoolers to Advance Trauma-Informed Practices in Schools

Stacy Overstreet, Jesse Chanin, Allisyn Swift, Samantha Francois

180-195
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The Iterative Process of Developing a School-Based Intervention to Take Actions Against Racism

Lindsay Poole, Danika Perry, Zumana Noor, Tia Barnes, Kim Graham, Danielle Hatchimonji, Kira Branch

196-221
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Integrating Race-Conscious Professional Development as a Trauma-Informed Practice Insights from Black Educators

Jasmine Haynes, Jessica Scott, Shantel Crosby, Kathryn Tillett, Alisia Collins

222-239
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