Planting the Seeds of Culturally Responsive, Equity-Centered, and Trauma-Informed Attitudes Among Urban Educators

Abstract

This qualitative study explored the influence of implementing a virtual culturally responsive and equity-centered trauma-informed professional development series with seven urban educators in the U.S. The study's findings suggest that a culturally responsive, equity-centered trauma-informed professional development series can enrich educators’ knowledge and awareness regarding racial trauma. Furthermore, the series has the potential to improve interpersonal interactions between teachers and students and increase student engagement. Lastly, the professional development series can help prepare educators to become confident and assertive social change agents advocating for racial equity in schools. Implications are provided for practice, research, and policy.