Admin Practices Perpetuating Systemic Trauma for Students in Educational Settings
In recent years, there has been an increased focus on addressing trauma in educational settings, yet many administrative practices continue to perpetuate systemic trauma for students. These practices, often rooted in outdated policies and power dynamics, can inadvertently harm the very students they are meant to support. This blog explores some of these practices, their impact, and how administrators can shift towards more empathetic and trauma-informed approaches.
Understanding Systemic Trauma in Education
Systemic trauma in education refers to the ongoing psychological and emotional harm that students experience due to policies, practices, and norms within the school system. This trauma is often exacerbated for marginalized students, including those from low-income backgrounds, students of color, LGBTQ+ students, and students with disabilities. When administrative practices fail to consider the diverse needs and experiences of all students, they can reinforce and perpetuate systemic trauma, leading to long-term negative effects on students' mental health, academic performance, and overall well-being.
1. Zero-Tolerance Policies
Zero-tolerance policies, which mandate strict and often harsh consequences for specific behaviors, have been widely criticized for their role in perpetuating systemic trauma. These policies, initially intended to maintain discipline and safety, often disproportionately affect students of color and those with disabilities. Instead of addressing the root causes of behavior, zero-tolerance policies can criminalize students for minor infractions, leading to suspension, expulsion, and even involvement in the juvenile justice system. This punitive approach not only fails to address the underlying issues but also creates a school environment where students feel unsafe and unsupported.
2. Over-Policing and Surveillance
The presence of law enforcement officers in schools, coupled with surveillance technologies such as cameras and metal detectors, can create a climate of fear and mistrust. For many students, particularly those from marginalized communities, the constant monitoring and policing of their behavior can be retraumatizing, especially if they have previous negative experiences with law enforcement. This over-policing can also contribute to the school-to-prison pipeline, where students are funneled out of educational institutions and into the criminal justice system.
3. Lack of Cultural Competency
Administrators who lack cultural competency may inadvertently implement policies and practices that alienate and marginalize students from diverse backgrounds. For example, curriculum choices that fail to reflect the histories and experiences of all students can contribute to feelings of exclusion and invisibility. Additionally, disciplinary actions that do not take into account cultural differences in behavior can lead to misunderstandings and unjust punishments. Without a commitment to cultural competency, schools risk perpetuating a one-size-fits-all approach that fails to meet the needs of a diverse student body.
4. Inadequate Mental Health Support
While the need for mental health support in schools is widely recognized, many educational institutions lack the resources and infrastructure to provide adequate care. This is particularly concerning for students who have experienced trauma, as they may require specialized support to succeed in the classroom. When schools do not prioritize mental health, students may feel isolated and unsupported, exacerbating their trauma and leading to academic and behavioral challenges. Furthermore, when mental health issues are stigmatized or misunderstood by school staff, students may be less likely to seek the help they need.
5. Standardized Testing Pressure
The high-stakes environment created by standardized testing can be a significant source of stress for students, particularly those who struggle academically or face additional challenges outside of school. The emphasis on test scores as the primary measure of success can diminish students' sense of self-worth and contribute to a toxic, competitive atmosphere. For students who have experienced trauma, the pressure to perform can be overwhelming and may trigger anxiety, depression, or other mental health issues.
Understanding Systemic Barriers to Progress in Educational Settings
At Empathy in Action, our approach to creating meaningful change is grounded in a comprehensive framework that addresses all levels of practice—micro (individuals), mezzo (groups), and macro (systems). In school environments, it's crucial that individual students, as well as groups of students, receive the support and encouragement necessary to thrive. This extends to the staff and administration as well. However, systemic issues often hinder progress at the micro or mezzo levels, particularly when administrative practices are not aligned with these goals.
In our work with Bay Area schools, we've noticed several concerning trends:
High Staff Turnover: Many administrations have come to accept high turnover rates as a given. Instead of challenging this pattern, resources are often diverted to simply managing the expected turnover rather than addressing the root causes.
Cutting Community-Based Relationships: Due to budget constraints, administrations sometimes sever ties with community-based organizations. These relationships often provide students with the only stable and consistent adult figures in their lives, and losing them can be detrimental.
Trauma-Informed Practices Without Proper Support: While some schools have adopted policies centered on trauma-informed practices and restorative justice, there is often insufficient investment in professional development for staff. Additionally, there is a lack of direct service opportunities for students and families to engage with and learn these critical skills.
Inconsistent Implementation of Restorative Policies: Although there are mandates requiring alternatives to suspension, many schools are too under-resourced to consistently implement these restorative programs. This lack of clarity and support hinders the effectiveness of such policies.
Moreover, despite the emphasis on these issues, we're still not making significant progress in reducing high turnover rates—and we have data that explains why. High turnover, along with school-based violence, continues to be a major challenge, underlining the need for a more strategic and systemic approach to addressing these problems.
By focusing on these systemic issues, we can create a more supportive and effective educational environment that truly benefits all students and staff.
Shifting Towards Empathy and Trauma-Informed Practices
To break the cycle of systemic trauma, educational administrators must adopt practices that are empathetic, inclusive, and trauma-informed. This requires a commitment to understanding the diverse experiences of students and addressing the systemic barriers that contribute to their trauma.
Reforming Disciplinary Policies: Schools should move away from zero-tolerance policies and adopt restorative justice practices that focus on repairing harm and rebuilding relationships. Restorative practices encourage accountability while also providing students with the support they need to address the root causes of their behavior.
Reducing Over-Policing: Administrators should reconsider the role of law enforcement in schools and explore alternatives that promote safety without criminalizing students. This might include investing in mental health professionals, social workers, and counselors who can provide support in a non-punitive manner.
Enhancing Cultural Competency: Professional development for administrators and staff should include training on cultural competency and implicit bias. By understanding and valuing the diverse backgrounds of students, schools can create a more inclusive and supportive environment.
Expanding Mental Health Services: Schools must prioritize the mental health of their students by increasing access to counseling and other support services. This might involve partnerships with community organizations or reallocation of resources to ensure that all students have access to the care they need.
Rethinking Assessment: Administrators should consider alternative forms of assessment that recognize the diverse strengths and abilities of students. Project-based learning, portfolio assessments, and other non-traditional methods can provide a more holistic view of student achievement.
Addressing systemic trauma in educational settings requires a fundamental shift in how administrators approach their roles and responsibilities. By adopting empathetic and trauma-informed practices, administrators can create a school environment where all students feel valued, supported, and safe. This not only benefits individual students but also contributes to a more just and equitable educational system overall.
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