Although “trauma-informed education” has gained momentum across the United States in recent years, a question remains neglected by the research community: How can education research inform understandings of “trauma-informed” approaches when education itself is trauma-producing for many students? This article (1) explores limitations of traumainformed educational scholarship, particularly its reliance on individualized, biomedical understandings of trauma; (2) articulates theoretical reconceptualizations for subsequent research to account for historical trauma and ways schools and research inflict harm on students; and (3) calls for expansion of relational, participatory, and humanizing methodologies. Overall, we argue for a shift from research that focuses on “trauma-informed education” to scholarship that enacts a sociohistorical trauma-reducing framework to more effectively interrogate the intersections of trauma, schooling, and research.

尽管近年来，“创伤知情教育”在全美得到了发展，但研究界仍然忽略了一个问题：当教育本身给许多学生造成创伤时，教育研究如何使对“创伤知情”方法的理解成为可能。 ？本文（1）探讨了创伤知情教育奖学金的局限性，特别是它对创伤的个体化，生物医学理解的依赖；（2）阐明理论上的再构想，以进行后续研究，以解决历史创伤以及学校和研究对学生造成伤害的方式；（3）呼吁扩大关系，参与和人性化的方法。全面的，