Avoiding school suspension: Assessment of a trauma-informed intervention with court-involved, female students

Crosby, Shantel D.; Day, Angelique; Somers, Cheryl L.; Baroni, Beverly A.

doi:10.1080/1045988x.2018.1431873

Cited by 17 publications

(24 citation statements)

References 15 publications

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“…To highlight the diversity, eight different trauma-informed theories and models were identified in this systematic review; however, there was some overlap, with several studies drawing from the same model of implementation. To illustrate, four studies (Dorado et al, 2016; Holmes et al, 2015; Mitchell, 2016; Pfenninger Saint Giles, 2016) used the attachment, self-regulation and competency model (Blaustein & Kinniburgh, 2010) to inform their trauma-informed approach, with four additional studies (Baroni et al, 2016; Crosby et al, 2017, 2018; Day et al, 2015) using a modified version of the heart of teaching and learning: compassion, resiliency and academic success program (Wolpow et al, 2009) as well as the monarch and dream catcher rooms…”

Section: Resultsmentioning

confidence: 99%

A systematic review on the impact of trauma-informed education programs on academic and academic-related functioning for students who have experienced childhood adversity.

Roseby¹,

Gascoigne²

2021

Traumatology

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The purpose of this study was to conduct a systematic review of the existing literature regarding trauma-informed education programs and their impact on academic and academic-related outcomes. The articles included for review (n = 15) contained data on trauma-informed education programs implemented in preschool, primary/elementary, and high school settings. Academic and academic-related outcomes reported included attendance, disciplinary referrals, suspension, and academic achievement, as well as student resilience, school attachment, and emotional presentation. Findings from this systematic review highlight that trauma-informed education programs can improve students’ academic and academic-related outcomes; however, results were not consistent across the studies. Moving forward, recommendations include the need for additional trauma-informed school-based research to be conducted and dissemination of this research to ensure school systems are upskilled and responding appropriately to their traumatized students.

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Section: Resultsmentioning

confidence: 99%

A systematic review on the impact of trauma-informed education programs on academic and academic-related functioning for students who have experienced childhood adversity.

Roseby¹,

Gascoigne²

2021

Traumatology

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“…Measure mathematical trauma in some research are (Crosby et al, 2018;Lange & Meaney, 2011;Mendelson et al, 2015;Proulx, 2019). The results of the above research are school discipline practices can greatly influence adolescent development.…”

Section: Introductionmentioning

confidence: 83%

“…Mathematics has a very important role in daily life, because there are many activities that involve mathematics. Mathematics has an important role in the process of developing human thought because mathematics and reasoning are inseparable (Crosby et al, 2018).…”

Section: Introductionmentioning

confidence: 99%

“…The results of the above research are school discipline practices can greatly influence adolescent development. Students who have trauma can still have good social relationships and success if the school environment provides to support these students (Crosby et al, 2018). Some of the causes of students experiencing mathematical trauma arising from homework, namely if procedural mathematics is made homework, if students cannot do the calculations they need, and if schools only provide mathematics learning limited just to practicing multiplication or calculation (Lange & Meaney, 2011).…”

Section: Introductionmentioning

confidence: 99%

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Mathematical Trauma Students’ Junior High School Based on Grade and Gender

Faradillah¹,

Febriani²

2021

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Mathematical trauma is a mental condition of students caused by experiences that make it difficult or emotionally with mathematics. This study analyzes students’ trauma of mathematics based on grade and gender by using survey research methods and data processing using Winsteps. The subjects of the research were 204 students in every grade in Junior High School. The questionnaire consisted of 20 statements. This instrument was developed measuring mathematical trauma. It consisted of three indicators: difficult to adapt to the environment, saturated with the learning system that is done, and difficult to get along and organize themselves. Based on the Rasch analysis, for the item, two items (I10 and I7) are a misfit, and the rest items are fit. The items were suitable for 147 respondents (72.06%). Based on The Wright Maps table on WinSteps, the percentage of male students who are very traumatized by mathematics is more than female students. Meanwhile, based on grade, students from grade 8 are more very traumatized by mathematics than students from grade 7 and grade 9. Furthermore, based on a questionnaire, students prefer to class condition that made very traumatized by mathematics.

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“…These results highlight the cyclical nature of these youths' experiences. Students who were already struggling academically were more likely to receive a disciplinary referral, leading to loss of instructional time and potential further disengagement from school (Crosby, Day, Somers, & Baroni, 2018). Because disciplinary referrals are associated with less classroom instruction, more defiant behavior, and a greater likelihood of dropping out (e.g., Kothari et al, 2018), it is critical to continue to explore these dynamics in order to improve our educational efforts with vulnerable youth.…”

Section: Discussionmentioning

confidence: 99%

Academic achievement among a sample of youth in foster care: The role of school connectedness

Somers

Goutman

Day

et al. 2020

Psychology in the Schools

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Research shows that youth in foster care experience poor academic performance and disciplinary actions in school more frequently than do non-foster care youth. The purpose of this cross-sectional study was to further examine youth in foster care and the relationship between individual/ intrapersonal factors (future orientation and school connectedness) and exosystem factors (number of placement and school moves) and academic performance (grades) and disciplinary referrals among 363 youth (9-11 years of age; males = 52.9%). Controlling for key variables, hierarchical linear regression analysis was utilized to understand how well students' school connectedness, future outlook, number of placement changes, and number of school moves predicted academic and disciplinary outcomes. Beyond the variance explained by control variables, school connectedness made a significant contribution to this model. Results are discussed in the context of implementing interventions that foster school connectedness among this vulnerable population.

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Avoiding school suspension: Assessment of a trauma-informed intervention with court-involved, female students

Cited by 17 publications

References 15 publications

A systematic review on the impact of trauma-informed education programs on academic and academic-related functioning for students who have experienced childhood adversity.

A systematic review on the impact of trauma-informed education programs on academic and academic-related functioning for students who have experienced childhood adversity.

Mathematical Trauma Students’ Junior High School Based on Grade and Gender

Academic achievement among a sample of youth in foster care: The role of school connectedness

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