Trauma-Informed Practices for Teachers of Refugee Students

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Abstract/Contents

Abstract: April Ball centered her capstone project on creating a compilation of the available literature on trauma informed care for immigrant and refugee populations. This included an analysis of the impact of trauma on children and a practical list of tangible skills and practices teachers can employ when working with traumatized children. Informed by her time as a student in HUMRTS 108- Advanced Spanish Service-Learning: Migration, Asylum, and Human Rights at the Border, April recognizes how trauma can detrimentally affect people’s lives if not managed correctly and staunchly believes mental healthcare is not only a human right, but necessary and essential in the recovery and integration process for refugee communities. With this research, April hopes to contribute to the expanding field of trauma informed care and hopes to contribute to a cohesive understanding of the intersection between immigrant rights and mental health.

Type of resource	text
Date created	June 2, 2022

Author	Ball, April

DOI	https://doi.org/10.25740/rt010jc1825
Location	https://purl.stanford.edu/rt010jc1825

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License: This work is licensed under a Creative Commons Attribution 4.0 International license (CC BY).

Preferred citation: Ball, A. (2022). Trauma-Informed Practices for Teachers of Refugee Students. Stanford Digital Repository. Available at https://purl.stanford.edu/rt010jc1825

Stanford Center for Human Rights and International Justice, Minor in Human Rights Capstone Projects

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