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Student Trauma, the Hidden Curriculum, and Cultural Humility: This Trio Needs a Team Approach

Student Trauma, the Hidden Curriculum, and Cultural Humility: This Trio Needs a Team Approach

Dana C. Branson
Copyright: © 2020 |Pages: 24
ISBN13: 9781799803195|ISBN10: 1799803198|ISBN13 Softcover: 9781799803201|EISBN13: 9781799803218
DOI: 10.4018/978-1-7998-0319-5.ch005
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MLA

Branson, Dana C. "Student Trauma, the Hidden Curriculum, and Cultural Humility: This Trio Needs a Team Approach." Addressing Multicultural Needs in School Guidance and Counseling, edited by Simon George Taukeni, IGI Global, 2020, pp. 82-105. https://doi.org/10.4018/978-1-7998-0319-5.ch005

APA

Branson, D. C. (2020). Student Trauma, the Hidden Curriculum, and Cultural Humility: This Trio Needs a Team Approach. In S. Taukeni (Ed.), Addressing Multicultural Needs in School Guidance and Counseling (pp. 82-105). IGI Global. https://doi.org/10.4018/978-1-7998-0319-5.ch005

Chicago

Branson, Dana C. "Student Trauma, the Hidden Curriculum, and Cultural Humility: This Trio Needs a Team Approach." In Addressing Multicultural Needs in School Guidance and Counseling, edited by Simon George Taukeni, 82-105. Hershey, PA: IGI Global, 2020. https://doi.org/10.4018/978-1-7998-0319-5.ch005

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Abstract

Student trauma can set up challenges and obstacles to a student's academic success. The correlation between experienced childhood trauma and negative medical and social problems is significant, creating problems at school with academic work, behaviors, and social interactions. Further compounding this issue are cultural differences in traumatic resolution and the hidden curriculum of education, especially as the globalization of school communities increases. The complexity of this issue generates an ideal situation for a multidisciplinary team approach, with precise defining of each team member's role to increase comprehensive services for teachers, students, families, and the administration. Essential members of the multidisciplinary team are school administration, teachers, family members, guidance staff, counseling staff, school social workers, school nurses, and community resources that can coordinate with the school to create individualized plans to optimize student success. The chapter is a compilation of scholarly research through desktop research.

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