2026-09-20T12:52:02Z https://www.ideals.illinois.edu/oai-pmh

oai:www.ideals.illinois.edu:2142/130104 2026-02-10 col_2142_5131 col_2142_8800 com_2142_5130 com_2142_5132

application/pdf en text Submission published under a 24 month embargo labeled 'U of I Access', the embargo will last until 2027-08-01 The student, Alexandra Richmond, accepted the attached license on 2025-07-16 at 13:39. The student, Alexandra Richmond, submitted this Dissertation for approval on 2025-07-16 at 13:46. This Dissertation was approved for publication on 2025-07-17 at 11:48. DSpace SAF Submission Ingestion Package generated from Vireo submission #22603 on 2025-10-25 at 15:31:02 Exploring trauma and trauma-informed care with Black special educators and general educators: a qualitative study Richmond, Alexandra 2025-07-17 Corr, Catherine Corr, Catherine Milagros Santos, Rosa Tan, Kevin Boveda, Mildred Trauma Trauma-informed Care Black Educators, Black Special Educators eng The empirical research for trauma-informed care in schools is growing, yet there continues to be little to no research conducted on how trauma and trauma-informed care may differ based on racial and cultural differences. The purpose of this study was to explore how Black educators understand trauma and experience trauma-informed practices in their classrooms. Across four focus groups, 28 Black educators discussed their understanding of trauma and trauma-informed care, current trauma-informed practices, and the supports that they have and need to successfully implement trauma-informed care. To achieve a deeper understanding, general educators and special educators were initially analyzed separately through a critical lens, and then a comparative analysis was conducted to examine similarities and differences across both groups. The implications for research, practice, and policy are discussed. 2025-08 Text https://hdl.handle.net/2142/130104 Copyright 2025 Alexandra Richmond Special Education Special Education University of Illinois Urbana-Champaign Ph.D. Dissertation