Abstract
Students with traumatic experiences commonly fail to meet educational goals and control their emotions while also losing their involvement in classes. Standard trauma-informed care practices remain absent from numerous alternative educational institutions, which leaves their teaching community without adequate support to help traumatized students effectively. The application of Trauma-Informed Care (TIC) strategies toward student outcomes requires investigation to develop effective educational approaches that enhance school success. The researcher used qualitative exploratory case study methodology to study TIC practices in alternative education for Black and Brown adolescent students (aged 12–18) in Washington, D.C. Semi-structured interviews and a focus group with 16 educational and social work professionals collected data about TIC implementation challenges, best practices, and their effects.
Recommended Citation
Taylor, Jar'Mel D. Dr.
(2026)
"The Role of Trauma-Informed Care in Supporting At-Risk Students in Alternative Education,"
Transformations: Vol. 12:
Iss.
1, Article 2.
Available at:
https://nsuworks.nova.edu/transformations/vol12/iss1/2
Included in
Environmental Education Commons, Science and Mathematics Education Commons, Special Education and Teaching Commons, Teacher Education and Professional Development Commons