Navigating Trauma in Schools: An Exploration of Educators’ Perspectives and Practices in New Orleans

Nearly half of American children experience at least one traumatic event before turning 18 (Bethell et al., 2017), with higher prevalence among children of color (Health Resources and Services Administration et al., 2013) and those from lower socio-economic backgrounds (Shervington, 2019). These statistics are particularly relevant for the children of New Orleans, a city continually challenged with community violence, natural disasters, and economic hardship (Goodman & West-Olatunji, 2008). Trauma disrupts children’s social, emotional, and cognitive development (Kalmakis & Chandler, 2014), making trauma-informed education an increasingly important approach for addressing student needs and reducing barriers to learning (Blanton et al., 2022). Its success, however, depends on educators’ understanding and application of this framework. This study sought to examine how New Orleans educators perceive and respond to the impact of trauma on their students. Twelve public school educators from Jefferson Parish participated in semi-structured interviews about how they recognize trauma in students and how they offer support. Key themes were identified through thematic analysis following several rounds of inductive coding. Educators recognized student trauma through behavioral, emotional, cognitive, and somatic indicators, and emphasized the use of relational approaches, regulation support strategies, and collaboration with families and school staff. Many also highlighted the need for formal training and structural support to strengthen their capacities. Overall, the findings underscore the importance of comprehensive trauma training, interdisciplinary collaboration, and educator wellness in cultivating trauma-informed learning environments that sustain both students and teachers, in New Orleans and beyond.