Toward a social justice framework in trauma-informed practice in schools

Abstract

This article explores the integration of social justice principles for a theoretical reconceptualization of trauma-informed practice (TIP) in schools. This involves exploring the role of educators and school social workers in promoting socially just TIP within primary education, a landscape that is currently dominated by the influence of neoliberal ideals. Interprofessional collaboration between social workers and educators has the potential to bring about a significant transformation in the way trauma is addressed, providing critical implications for individuals working in school settings. This article discusses how integrating social justice principles into school practices can strengthen the application of TIP.