Date of Award

4-2-2025

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Dissertation

Degree Name

Doctorate in Education

Department

Education

School or College

School of Education

First Advisor

Rebecca Stephenson

Second Advisor

Barbara Katic

Third Advisor

Terese Aceves

Abstract

This study investigates the critical gaps in trauma-informed practices and culturally responsive strategies within the educational system, focusing on the disconnect between general and special education. Using Dis/ability Critical Race Theory (DisCrit) as a theoretical framework, and Bronfenbrenner’s Ecological Systems Theory, and Maslow’s Hierarchy of Needs as conceptual frameworks, the research explores how trauma and race-based inequities shape student experiences and referral processes, particularly for special education services Annamma et al., 2013b, 2017; Bronfenbrenner, 1979; Maslow, 1987). Through qualitative interviews with general education teachers across California, the study uncovers the widespread unpreparedness among educators to address trauma and its implications for student learning and behavior. Teachers often conflated disciplinary actions with special education referrals, which disproportionately affected students of color and those with disabilities. The study emphasizes the need for ongoing professional development in trauma-informed care, clearer policies regarding special education referrals, and intentional partnerships with mental health professionals. The findings call for a systemic shift in school culture, advocating for trauma-informed practices to be integrated into every aspect of the educational process to promote equity and support for all students.

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