The growing body of scholarship on youth trauma in educational contexts has yielded promising discoveries about resources, programs, and practices that may improve success outcomes for trauma-exposed youth in U.S. schools. However, there is a lack of systematic review of this research from a race-conscious perspective. This article uses a racialization framework to examine how trauma is discussed in the literature with respect to youth in preK–12 educational contexts. This review sheds light on the potential ways a structurally racist and White supremacist system can shape students’ experiences with trauma and the dominant explanatory frames for discussing and addressing trauma. Finally, this article contributes ideas for conducting race-conscious trauma research, shifting trauma discourses, and building race-conscious pathways for supporting trauma-exposed youth.

中文翻译：

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在青年创伤和教育研究中看到种族：批判性评论

越来越多的关于教育背景下青年创伤的奖学金已经产生了关于资源、计划和实践的有希望的发现，这些发现可能会改善美国学校中遭受创伤的青年的成功成果。然而，缺乏从种族意识的角度对这项研究进行系统评价。本文使用种族化框架来研究文献中如何讨论关于 preK-12 教育背景下的青年的创伤。这篇评论揭示了结构性种族主义和白人至上主义系统可以塑造学生创伤经历的潜在方式，以及讨论和解决创伤的主要解释框架。最后，本文为开展具有种族意识的创伤研究、转移创伤话语、