Fostering Student Resilience: A Collision of Traditional Education Models and Trauma-Informed Care.

This article examines the contrast between traditional punitive educational models and trauma-informed care (TIC) practices within alternative education settings serving Black and Brown adolescents in Washington, DC. TIC, which emphasizes safety, trust, collaboration, empowerment, and cultural responsiveness, is presented as a holistic framework that addresses the emotional and psychological impacts of adverse childhood experiences (ACEs) often overlooked by conventional discipline policies. Through qualitative interviews with educators, administrators, and social workers, the study highlights how TIC fosters improved student engagement, resilience, and culturally affirming relationships, while also identifying barriers such as resource limitations, training gaps, and systemic resistance. The findings underscore the need for systemic shifts toward equity-centered, trauma-responsive educational practices to better support historically marginalized students.