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This chapter reflects on the author's unexpected responses to Young Adult (YA) literature as a cathartic and healing experience. It also focuses on the role of YA literature in reaching the emotional needs of both students and educators as they face their own buried trauma. It is necessary for educators to understand the role trauma plays in the classroom and to develop ways to broach these difficult subjects within a structured lesson to support the development of student resilience. Additionally, it is necessary for educators to challenge their own beliefs surrounding the selection of appropriate texts for classroom use and select texts that reflect student experiences. Through this chapter, the reader will gain practical ways to embrace YA literature in the classroom, as well as practical ways to grow through difficult life experiences and healthy methods to foster resilience in educational spaces.

School violence can cause or exacerbate individual and collective trauma. Trauma-informed school approaches offer schools and educators guidance for how to respond. In this chapter, we provide an overview of trauma-informed school approaches and their contributions to healing individual and collective trauma. We begin this chapter by addressing the complex intersection of disability and trauma, and the unique implications of school-based violence for students with disabilities and their teachers. We then define trauma-informed care, describe current short- and long-term trauma-informed school approaches, and explain the aims of these approaches at individual and collective levels. Next, we locate trauma-informed responses to school violence in a context of systemic trauma and share considerations for disrupting the systemic conditions that perpetuate trauma and school violence. We discuss critiques of the trauma-informed care movement and conclude with recommendations for scholars pursuing research in this area.

This integrative literature review aims to explore themes within higher education that may be applicable to leadership education including: descriptions of trauma, trauma-informed practices and trauma-informed practitioners.

Integrative, systematic literature review.

The results suggest that trauma and trauma-informed practices may have a place in leadership education pedagogy.

There is no work being done in trauma informed practice in leadership education. This study provides future direction for both research and practice.

Specifically, the authors discuss three challenges that researchers—especially graduate students—often face: (1) access to adequate material and guidance for researchers; (2) the internal and external strains researchers may face, and (3) the limited conceptualization of research on sensitive topics or vulnerable populations. Although these three challenges may be present for many graduate students and junior scholars, it is important to acknowledge that scholars face many challenges beyond the ones discussed in this note.

This note will specifically address challenges that arise for graduate students and junior scholars, and we suggest possible strategies to navigate this type of research.

The authors encourage comprehensive approaches taken by institutions, enacted via advocacy from the field. Professional organizations can create a valuable, ongoing forum for such discussions by including the topic of researcher trauma within workshops, discussion sessions, conference tracks, journals, and newsletters. Second, the topic of researcher trauma must be introduced early and often in graduate training, including planned meaningful coverage in methodology courses, textbooks, and professional training. Third, researchers at all levels should carefully reflect on how their own line of inquiry and their routine research practices could impart trauma.

While ethical principles center on protecting human research participants, risks of trauma experienced by researchers are not consistently addressed in the context of methodological training or human-subjects internal review board and ethics committees' consideration. Although many researchers engage in work that can cause the researcher trauma, few studies address the experiences of researchers in depth, especially the experiences of graduate students or junior scholars.

The authors speculate only about relatively short-term advances in special education for students with emotional and behavioral disorders. Speculation is confined to the overlapping areas of core values, technologies, neuroscience, and law/policy. In core values, the authors hope to see a resurgence of commitment to special, effective instruction and to practice aligned with scientific evidence. It is hoped that technologies will advance practices in instruction, improve the uses of artificial intelligence in teacher training and teaching, and encourage the appropriate use of artificial reproduction to avoid disorders. Neuroscience, it is hoped, will yield more reliable and helpful classification of disorders, better and more useful imaging, and more effective treatment of a variety of emotional, behavioral, and academic problems. In law and policy, the authors hope the Supreme Court's Endrew case will result in greater focus on challenging, appropriate education. Law and policy should also encourage trauma sensitivity in education, make whole-school approaches to trauma sensitivity the priority, and avoid universal trauma screening. Students' and families' legitimate interests in confidentiality and data privacy should be protected in newly constructed information-sharing infrastructures.

The chapter focuses on the use of the lived experience when teaching trauma to students who are studying mental health. In order to provide a context for what follows the chapter begins with an overview of how trauma is defined and understood in the research and literature.This is followed by a brief exploration of how ‘ story telling’ and lived experiences of trauma can be used to provide authenticity and increase understanding to students, without it being stressful for them or counterproductive in relation to their learning and learning experiences. Advocating a ‘psychoeducational’ approach to teaching and practice that is informed by the needs of the facilitator, the needs of students, sensitivity, attunement, and transformative learning experiences informs the latter part of the chapter.The chapter concludes with a short, critically reflective examination of practice and makes recommendations for the reader (based on experiential learning) to consider when teaching about trauma in your practice.

The goal of this review is to conduct an exploratory literature review on trauma-informed approaches in libraries to understand how librarians are discussing trauma-informed approaches and their integration into professional practice.

The author reviewed materials indexed in selected EBSCOHost databases. Included materials from selected EBSCOHost databases were available to the author in full text, in the English language and about trauma-informed approaches in libraries. Items were excluded from this review if they were a review of another work, a thesis or dissertation, or letters to or from the editor.

Twenty-five publications were included in this analysis. Publications included described approaches in school libraries, academic libraries and public libraries. Key topics are racial trauma-informed practices, trauma-informed teaching, resisting re-traumatization, social work and the effects of workplace trauma on the library workforce.

Trauma-informed approaches are gaining popularity in a variety of disciplines as the world copes with the turbulent events of recent years. The practical implications of this review are to explore the emergence of trauma-informed approaches in libraries to understand the current publishing landscape on this topic.

While librarians are writing about this approach and some are incorporating it into their practice, an analysis in the form of an exploratory literature review to summarize this work has not been done. Understanding how libraries are incorporating this trauma-awareness and trauma-informed principles into the work is crucial for identifying the future approach to library services.

This chapter argues that Eminem and Rihanna's 2009 “Love the Way You Lie” is a cultural artifact representing contemporary attitudes about domestic violence; thus, this chapter models a trauma-informed methodology for guiding students through analysis and discussion of these narratively violent texts. In so doing, instructors can help students recognize the discursive strategies through which stories about gender violence are constructed and examine what is at stake in telling and circulating these stories. The chapter begins by defining trauma-informed pedagogy and critical pedagogy, arguing that when used together in the classroom, they can promote empathy, self-advocacy, resistance, and resilience. The chapter then contextualizes the song and music video within the context of the #MeToo movement, encouraging instructors to validate the perception of students who experience allyship with Rihanna as a survivor. The chapter moves on to provide instructors with a model for guiding students both through semiotic analysis and close reading of the song's and video's narrative and visual discourses. This model pays attention to the lyric's reliance on the point of view of the unreliable narrator and pronoun shifts to interpellate listeners into the abuser's world view while also truncating the victim's testimony; this model also examines the content of the lyrics to identify gender violence mythologies constructed within both the abuser's and victim's narratives. Equipped with these insights, instructors can help students deconstruct the visual discourses of the video, which repeat the gender violence mythologies of the song lyrics.

The objective of this chapter is to analyze educational leadership policy in New Jersey, US, and Ontario, Canada, focusing on the inclusion of the unique needs of systematically marginalized students, specifically refugees and forced immigrant (RFI) youth. Modes of inquiry are qualitative document analysis of New Jersey and Ontario leadership policies, preparation requirements, and standards. The objective of this paper is to present an extensive literature review of policies related to educational leadership and supporting RFI youth and their teachers as well as to reveal gaps in policies and examine pre- and in-service training requirements. Within the field of comparative and international education, this chapter highlights the institutionalization of trends in educational leadership at state or provincial levels and how these macro-level policies influence educators’ abilities to meet the needs of students from marginalized communities, such as refugees and immigrants.

By historicizing the broader system of education contextualized under the 45th presidential administration, this paper aims to provide a nuanced discussion regarding the condition of information literacy and librarianship as capitalist institutions in service to the state. In response, tools to oppose systemic racism and minimize harm in the classroom as well as recommendations for change and resistance are addressed.

The paper focuses on historical analysis of libraries as institutions within larger educational systems and draws heavily on critical theories as a method of critique.

This paper demonstrates that the 45th presidential administration is a logical progression of neoliberalism and institutionalized discrimination, which has had adverse effects on the health and safety of (primarily marginalized) students, library workers and library practice, but that critical reflection and information seeking on part of librarians may provide solutions.

This paper can be used as a guide for librarians seeking to contextualize the educational environment and apply a critical praxis to information literacy programs.

The reflection presented in this paper can aid in expanding awareness in LIS surrounding issues of equity and justice, and impart urgency and need for institutional change.

Given the lack of diversity in library and information science, this paper provides critical interventions for information literacy practice. The authors’ unique practical and theoretical backgrounds allow for nuanced discussion and pedagogical creation which directly impacts and addresses key issues of justice and equity in the classroom.