Date of Award

4-20-2026

Access Restriction

Dissertation

Degree Name

Doctorate in Education

Department

Education

School or College

School of Education

First Advisor

Fernando Estrada

Second Advisor

Rebecca Stephenson

Third Advisor

William Perez

Abstract

The purpose of this research was to investigate additional ways trauma-informed care can have more of a whole child approach, especially for the most vulnerable students. This research, with an eye on the most vulnerable, addressed the following a guiding question: what would a traumainformed system of care look like with a social justice dimension? To gain a better understanding of such a possibility, this research used a content analysis of the literature on trauma-informed care. From the literature, it became apparent cultural responsiveness has often been suggested as a needed addition for trauma care but has never been fully researched. To understand the viability of a culturally responsive trauma-informed care, this study explored the literature more deeply. The literature on trauma and cultural responsiveness was coded to discover if a meaningful overlap existed. Key findings showed many meaningful overlapping themes between the topics of trauma and cultural responsiveness that could create more impactful traumainformed care. These areas of overlap showed similar practices that can extend to traumainformed care. This research also showed a culturally responsive form of trauma-informed care can empower youth and help them disrupt root causes of adverse experiences that can lead to trauma.

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