From permission to partnership: Participatory research to engage school personnel in systems change. Issue 2 (3rd April 2017)

• Record Type: Journal Article
• Authors: Blitz, Lisa V.; Mulcahy, Candace A.
• Is Part Of: Preventing school failure. Volume 61:Issue 2(2017)
• Page Start: 170
• Page End: 180
• Publication Date: 2017-04-03
• Subjects: Community-based participatory research -- community school -- cultural responsiveness -- poverty -- school–university partnership -- trauma-informed; Problem children -- Education -- Periodicals; Children with disabilities -- Education -- Periodicals; School failure -- Periodicals; Education -- Periodicals; 371
• DOI: 10.1080/1045988X.2016.1242061
• Languages: English
• ISSNs: 1045-988X

Abstract

ABSTRACT: Data collected from teachers in a racially diverse, high-poverty high school were used to inform the initial steps in developing a school–university partnership to create a culturally responsive trauma-informed community school. The project utilized community-based participatory research to explore sensitive areas of school system functioning. School–university partnerships and community-based participatory research (CBPR) projects offer important opportunities for innovation, but the process of how these relationships evolve is not often described. Thus, the process of the research as it unfolded over the course of a school year and lessons learned are described along with findings. Findings include teachers' perceptions of the impact of trauma on students, their own stress level and self-efficacy in addressing students' social-emotional and behavioral concerns, and the role of race in the teachers' perceptions.