A Hidden Oasis of Care: Trauma-Informed Educational Practices and Teachers of Less Commonly Taught Content Areas (LCTCA)

Abstract

Certain special pockets in PK-12 schools are “places of refuge from the hardness of life,” as the artist Fernando Botero (Quote.org, n.d.). once described. Trauma-informed educational practices are multifaceted and intersect with issues of culturally responsive teaching (CRT) (Gay, 2018) and diversity, equity, and inclusion. This chapter builds upon previous work by Broderick (2021), which explored the nuanced and unique role of teachers of Less Commonly Taught Content Areas (LCTCA), including the Arts and various other specialized content areas. Teachers of LCTCA may be uniquely positioned to support marginalized students in PK-12 schools, who often face ongoing trauma in and out of school.