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Equity-Centered Trauma-Informed Education (Equity and Social Justice in Education): Transforming Classrooms, Shifting Systems
Trauma-informed initiatives tend to focus on the challenging behaviors of students and ascribe them to circumstances that students are facing outside of school. This approach ignores the reality that inequity itself causes trauma, and that schools often heighten inequities when implementing trauma-informed practices that are not based in educational equity.
In this fresh look at trauma-informed practice, Alex Shevrin Venet urges educators to shift equity to the center as they consider policies and professional development. Using a framework of six principles for equity-centered trauma-informed education, Venet offers practical action steps that teachers and school leaders can take from any starting point, using the resources and influence at their disposal to make shifts in practice, pedagogy, and policy. Overthrowing inequitable systems is a process, not an overnight change. But transformation is possible when educators work together, and teachers can do more than they realize from within their own classrooms.
In this fresh look at trauma-informed practice, Alex Shevrin Venet urges educators to shift equity to the center as they consider policies and professional development. Using a framework of six principles for equity-centered trauma-informed education, Venet offers practical action steps that teachers and school leaders can take from any starting point, using the resources and influence at their disposal to make shifts in practice, pedagogy, and policy. Overthrowing inequitable systems is a process, not an overnight change. But transformation is possible when educators work together, and teachers can do more than they realize from within their own classrooms.
256 pages, Kindle Edition
Published May 25, 2021
98 people are currently reading
1193 people want to read
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Displaying 1 - 30 of 71 reviews
April 11, 2021
If you work in a school this book is a must-read! Its clear and practical organization would make it an excellent choice for an all-faculty read, an educator book group, or a PLC/Community of Practice.
Alex shares a vision for education that is humanizing, affirming, and liberatory. She attends to both practice and belief, clearly connecting the two to lay the groundwork for schools that serve all learners well. While this book shares actionable steps at the end of each chapter, it is so much more than a how-to. Alex leads the reader in deep introspection and growth as they expand their understanding and sit with hard questions - both of which will hopefully lead to more equitable and healthy schools.
Alex shares a vision for education that is humanizing, affirming, and liberatory. She attends to both practice and belief, clearly connecting the two to lay the groundwork for schools that serve all learners well. While this book shares actionable steps at the end of each chapter, it is so much more than a how-to. Alex leads the reader in deep introspection and growth as they expand their understanding and sit with hard questions - both of which will hopefully lead to more equitable and healthy schools.
May 25, 2022
Trauma and equity have become buzzwords within education. This is a shame because the meaning of both has become watered down. It is my opinion that this book contributes to the watering down of these terms.
The author defines trauma-informed education as, "Trauma-informed educational practices respond to the impacts of trauma on the entire school community and prevent future trauma from occurring. Equity and social justice are key concerns of trauma-informed educators as we make changes in our individual practice, in classrooms, in schools, and in district-wide and state-wide systems."
I don't really have any qualms about the author's definition here. Some may be put-off by it because it is moralizing. But that is fine, the real question is what is good? What is right? Even if you want to hold to "neutrality" it will be advocating for change in a particular direction, which is decidedly unneutral. I appreciate the author's moral clarity, even though I obviously disagree with a lot of the book's vision.
The book does a good job at pushing against the idea of "saving" the traumatized children and helps us to remember the inherent dignity each child has. Also, chapter 8, Make Connections, Respect Boundaries was rather excellent. But...
I think this book makes light of trauma and makes it a standard experience.
"Trauma is a normal response to threat."
—The context makes it sound like we should expect every or almost every negative event in a student's life to cause trauma. I don't view this approach as helpful.
It reduces student agency.
"I might interpret a student snapping at me as defiance rather than an appropriate response of anger and rage at those who have harmed him or failed to see his pain....In most schools, this type of behavior elicits a reprimand or consequence from teachers. When we respond in this way, we’re punishing students for their survival skills. If trauma-affected students are to equitably access a high-quality education, we cannot punish them for an automatic body-brain response that is trying to keep them safe."
—This is not an appropriate response and it does reduce agency. It is also not an automatic brain-body response, being agitated or nervous is, snapping at a teacher isn't. We should be compassionate and have clear, fair rules.
It prioritizes one child over the class.
"Seclusion and restraint create an untenable cycle. First, children are triggered by a cue of danger in school. Next, they respond to this danger by going into survival mode, which can sometimes take the form of physical aggression or being “out of control.” Teachers and administrators respond to this aggression by physically restraining the children or placing them in a seclusion room, which confirms their feeling that school is not safe."
—Depending on what is actually happening, physical restraint can be the right, caring move. Obviously we have all heard of schools misusing this, but the only information the book provides is the above simplistic example. Having a student go to a seclusion room can be very helpful. These rooms have much less stimulation, helping the student calm down and leave survival mode. In addition, removing a student is sometimes necessary for the safety and learning of others. The book assumes that physical restraint and seclusion rooms are simply bad.
It also uses a lot of interesting logic.
'Digging a little deeper, the problem with the phrase "bringing trauma to school" is that it seems to imply that trauma only happens outside of school.'
—It doesn't seem to imply this. Schools should be aware that trauma can happen within their own doors, yes. But this is lazy logic.
"While those (exercise opportunities, providing students with reusable water bottles, or stocking healthier snacks in vending machines) may be helpful, a real wellness initiative needs to begin with recognizing our shared humanity."
—This is a false comparison. Doing one, obviously doesn't exclude the other.
"In fact, implementing SEL can perpetuate traumatic environments if we focus too much on giving students the tools to manage their traumatic stress rather than addressing the causes of that stress."
—This is just odd. The book follows this pattern a lot. Insinuate something, make a generalization from your insinuation, and then attack that generalization and not the thing itself.
Will I teach self-regulation skills so students focus harder on rote tasks, or create engaging and hands-on learning opportunities?
—Another false comparison.
"Concrete Ways to Foster Empowerment
◘Use modes of learning that center student voice, such as problem-based learning, inquiry learning, or negotiated curriculum."
—This is simply bad advice and it goes against other parts of the book that advocate for predictability. The book also, briefly, talks positively of learning-styles. In addition, inquiry learning and PBL don't actually help students learn nearly as much as more teacher-directed approached. This is one of my primary critiques. The book neglects academic learning, it merely gives lip-service to the importance of learning. Teaching in ways that help students learn is incredibly empowering.
The book applies unconditional positive regard in a strange, unhealthy way that tends to disregard the teacher and other students. For example, "She never engaged with me except to sometimes call me a four-letter word I can't type here...If I disciplined her, I would have been disciplining her trauma, because the walls she put up were there to keep her safe. Because I actively chose to cultivate unconditional positive regard, however, we were able to develop an authentic relationship."
—What about the other students who you force to here her swear at you without consequence? Why should a teacher simply have to endure this? What does this help teach the traumatized student?
What follows is the most shocking example in the book. A traumatized student brought drugs to school twice, when she came to school high again, she was suspended for a week. The book argues that this is a bad policy and that this suspension destroyed the traumatized student's relationships with the adults who were working to help her
"because of the coping strategy she used in the face of overwhelming circumstances...What if Marta’s school had a more flexible substance use policy? What if Jasmine and the rest of the teacher team were able to collaborate with Marta and school administrators to determine a path forward that was both fair and caring? Schools, of course, need to have ways to address substance use among students. But a trauma-informed environment recognizes that substance use may be one coping strategy that students use to survive. We can’t be in the business of punishing a student for trying to survive."
In practice, this is arguing for allowing students to do drugs and come to school high if they are traumatized. Also, attempting to follow the above policy suggestions requires you to know whether the student who came to school high had trauma or just enjoyed drugs.
Would the author make the same argument for bullies who bully because they are traumatized? "Well, jeeze, I know this kid habitually bullies others and we caught him in the act, but, you know, he is only a bully because of his trauma. We can't be in the business of punishing him when he is just using this coping strategy as a way to survive."
Obviously this is silly. You can enforce the rules and be understanding of how trauma can make people more likely to make poor choices.
I was hoping to learn more about trauma-informed educational practices with this book, that didn't really happen.
The author defines trauma-informed education as, "Trauma-informed educational practices respond to the impacts of trauma on the entire school community and prevent future trauma from occurring. Equity and social justice are key concerns of trauma-informed educators as we make changes in our individual practice, in classrooms, in schools, and in district-wide and state-wide systems."
I don't really have any qualms about the author's definition here. Some may be put-off by it because it is moralizing. But that is fine, the real question is what is good? What is right? Even if you want to hold to "neutrality" it will be advocating for change in a particular direction, which is decidedly unneutral. I appreciate the author's moral clarity, even though I obviously disagree with a lot of the book's vision.
The book does a good job at pushing against the idea of "saving" the traumatized children and helps us to remember the inherent dignity each child has. Also, chapter 8, Make Connections, Respect Boundaries was rather excellent. But...
I think this book makes light of trauma and makes it a standard experience.
"Trauma is a normal response to threat."
—The context makes it sound like we should expect every or almost every negative event in a student's life to cause trauma. I don't view this approach as helpful.
It reduces student agency.
"I might interpret a student snapping at me as defiance rather than an appropriate response of anger and rage at those who have harmed him or failed to see his pain....In most schools, this type of behavior elicits a reprimand or consequence from teachers. When we respond in this way, we’re punishing students for their survival skills. If trauma-affected students are to equitably access a high-quality education, we cannot punish them for an automatic body-brain response that is trying to keep them safe."
—This is not an appropriate response and it does reduce agency. It is also not an automatic brain-body response, being agitated or nervous is, snapping at a teacher isn't. We should be compassionate and have clear, fair rules.
It prioritizes one child over the class.
"Seclusion and restraint create an untenable cycle. First, children are triggered by a cue of danger in school. Next, they respond to this danger by going into survival mode, which can sometimes take the form of physical aggression or being “out of control.” Teachers and administrators respond to this aggression by physically restraining the children or placing them in a seclusion room, which confirms their feeling that school is not safe."
—Depending on what is actually happening, physical restraint can be the right, caring move. Obviously we have all heard of schools misusing this, but the only information the book provides is the above simplistic example. Having a student go to a seclusion room can be very helpful. These rooms have much less stimulation, helping the student calm down and leave survival mode. In addition, removing a student is sometimes necessary for the safety and learning of others. The book assumes that physical restraint and seclusion rooms are simply bad.
It also uses a lot of interesting logic.
'Digging a little deeper, the problem with the phrase "bringing trauma to school" is that it seems to imply that trauma only happens outside of school.'
—It doesn't seem to imply this. Schools should be aware that trauma can happen within their own doors, yes. But this is lazy logic.
"While those (exercise opportunities, providing students with reusable water bottles, or stocking healthier snacks in vending machines) may be helpful, a real wellness initiative needs to begin with recognizing our shared humanity."
—This is a false comparison. Doing one, obviously doesn't exclude the other.
"In fact, implementing SEL can perpetuate traumatic environments if we focus too much on giving students the tools to manage their traumatic stress rather than addressing the causes of that stress."
—This is just odd. The book follows this pattern a lot. Insinuate something, make a generalization from your insinuation, and then attack that generalization and not the thing itself.
Will I teach self-regulation skills so students focus harder on rote tasks, or create engaging and hands-on learning opportunities?
—Another false comparison.
"Concrete Ways to Foster Empowerment
◘Use modes of learning that center student voice, such as problem-based learning, inquiry learning, or negotiated curriculum."
—This is simply bad advice and it goes against other parts of the book that advocate for predictability. The book also, briefly, talks positively of learning-styles. In addition, inquiry learning and PBL don't actually help students learn nearly as much as more teacher-directed approached. This is one of my primary critiques. The book neglects academic learning, it merely gives lip-service to the importance of learning. Teaching in ways that help students learn is incredibly empowering.
The book applies unconditional positive regard in a strange, unhealthy way that tends to disregard the teacher and other students. For example, "She never engaged with me except to sometimes call me a four-letter word I can't type here...If I disciplined her, I would have been disciplining her trauma, because the walls she put up were there to keep her safe. Because I actively chose to cultivate unconditional positive regard, however, we were able to develop an authentic relationship."
—What about the other students who you force to here her swear at you without consequence? Why should a teacher simply have to endure this? What does this help teach the traumatized student?
What follows is the most shocking example in the book. A traumatized student brought drugs to school twice, when she came to school high again, she was suspended for a week. The book argues that this is a bad policy and that this suspension destroyed the traumatized student's relationships with the adults who were working to help her
"because of the coping strategy she used in the face of overwhelming circumstances...What if Marta’s school had a more flexible substance use policy? What if Jasmine and the rest of the teacher team were able to collaborate with Marta and school administrators to determine a path forward that was both fair and caring? Schools, of course, need to have ways to address substance use among students. But a trauma-informed environment recognizes that substance use may be one coping strategy that students use to survive. We can’t be in the business of punishing a student for trying to survive."
In practice, this is arguing for allowing students to do drugs and come to school high if they are traumatized. Also, attempting to follow the above policy suggestions requires you to know whether the student who came to school high had trauma or just enjoyed drugs.
Would the author make the same argument for bullies who bully because they are traumatized? "Well, jeeze, I know this kid habitually bullies others and we caught him in the act, but, you know, he is only a bully because of his trauma. We can't be in the business of punishing him when he is just using this coping strategy as a way to survive."
Obviously this is silly. You can enforce the rules and be understanding of how trauma can make people more likely to make poor choices.
I was hoping to learn more about trauma-informed educational practices with this book, that didn't really happen.
March 10, 2022
I wish I'd had this book five years ago; it speaks many of the truths I've had to slowly learn on my own, and though it talks more about K-12 education, most of the concepts apply with adult education/workforce development as well. I'm thankful for the author's work and plan to refer to this book often.
July 31, 2021
I would highly recommend this to my teacher friends. The research is current, the principles are straightforward, and the learning is essential.
July 27, 2021
A transformative read for anyone involved with a school or learning community. A 2021 must-read for teachers and admin. This book goes up on the top of my recommendations with When Kids Can’t Read (Beers) and Fair Isn’t Always Equal (Wormeli).
August 14, 2021
This book was phenomena.it should be read in every school. Especially as we are emerging from and reentering a global pandemic, we need books that remind us to focus on the humanity of our students.
November 2, 2021
Outstanding. Every educator I know would love this book-so much wisdom and insight.
February 14, 2024
Excellent book, accessible, theory mixed with practical applications. I love the focus on the power of social justice in the classroom. Educators should read this.
January 30, 2023
Practical, written well, includes resources. Realistically examines the barriers as a single teacher in the hierarchy of education. American book easily transferred to Australia. A book I will come back to. we’ll set out and organised.
June 15, 2023
Yes to this book. Yes to all of this book.
July 14, 2023
i think this is an important intervention in how most people think about trauma in schools. venet argues that trauma informed education isn’t about identifying nor labeling students who have experienced trauma (because trauma is not an event but a response) but is instead about how schools can prevent, intervene, or perpetuate trauma within their own environments. i think the author does a great job of holding multiple and complex truths and focuses on both individual practices for teachers, schoolwide approaches, and pushing more broadly for societal change. most of the info/frameworks weren’t new for me, but i would definitely recommend this for teachers of all levels of experience and generally for people who work with youth.
August 15, 2021
As a teacher educator, I selected this book to be more well-read and informed on trauma-informed practices. Alex Shevrin Venet goes well beyond that topic and discusses deeper issues related to equity, for which, as a multicultural ed researcher, I’m so grateful. I will definitely be encouraging my PSTs to read this book and I look forward to passing along some of Venet’s wisdom throughout this year to others in the local ed community.
May 19, 2024
A great read. I was worried about getting more vague platitudes, but Venet’s writing is grounded, clear, and realistic while still being hopeful. I wish I could get everyone at my school to read this.
July 20, 2021
I LOVED this book. It was encouraging and challenging while helping me feel more prepared to support my students.
November 8, 2025
This book is such a masterful synthesis of so many crucial ideas & practices, I truly cannot recommend it enough. Now I just need to make sure everyone else in my school reads it do we can discuss, process, and implement it all, one step at a time.
Edited to add: if you’re looking for a companion to read after reading this phenomenal book, I highly recommend “We Want to Do More Than Survive” by Bettina Love, anything by Shawn Ginwright, “Street Data” by Shane Safir and Jamila Duggan - and a slim but rich book that has no reviews yet but deserves attention from school leaders: “Radical Care: Leading for Justice in Urban Schools” by Rosa L. Rivera-McCutchen.
Edited to add: if you’re looking for a companion to read after reading this phenomenal book, I highly recommend “We Want to Do More Than Survive” by Bettina Love, anything by Shawn Ginwright, “Street Data” by Shane Safir and Jamila Duggan - and a slim but rich book that has no reviews yet but deserves attention from school leaders: “Radical Care: Leading for Justice in Urban Schools” by Rosa L. Rivera-McCutchen.
July 20, 2021
This book is a must-read for every single educator, counselor, or school official! Alex's voice is clear and honest; she provides research, strategies, and reflections that allow everyone to learn and grow. There are more annotations throughout this book than in any of my MEd Trauma & Resilience textbooks! More than just classroom and school level, Alex approaches equity through a holistic lens that analyzes trauma throughout our educational systems. Excellent resource and one I'll refer to again and again!
November 29, 2021
Truly appreciated the depth in this book, the volume of tactical guidance and the open ended questions to lead towards equity centered and trauma informed learning. I also found you could replace words like “school” or “teacher” to aligned with community or workplace learning as well. Would recommend to anyone interested in the intersections of equity and trauma.
May 27, 2023
I read this book for a class I’m currently taking and I absolutely loved it. Alex gives actionable steps to take within the school system and explains the complexity of trauma in a way I hadn’t thought about before. Definitely recommend
January 31, 2023
A must-read for educators. No seriously. Read it.
December 30, 2023
Though I do not work in schools, I have been a county social worker working with children for most of a decade and am deeply invested in trauma-centered work both with and for the client kids I work with and for my own organization. This book landed on my lap (fairly literally… Amazon delivered five copies accidentally that were meant for someone else and told me to keep them) and I’m delighted to have found this.
This book is well organized, comprehensive, has great examples, but is also framed at a theoretical enough level that it sparks reflection about how to apply the questions and principles to the reader’s school or organization. It does not provide specific answers, because every situation will be different, but instead lays out information, questions, and guidance to help anyone from a classroom aide or teacher to a principal to an elected board member think about and act on improving children’s and staffs’ trauma-safe experience. Outstanding, and highly recommended.
This book is well organized, comprehensive, has great examples, but is also framed at a theoretical enough level that it sparks reflection about how to apply the questions and principles to the reader’s school or organization. It does not provide specific answers, because every situation will be different, but instead lays out information, questions, and guidance to help anyone from a classroom aide or teacher to a principal to an elected board member think about and act on improving children’s and staffs’ trauma-safe experience. Outstanding, and highly recommended.
March 27, 2022
This is a must-read for educators that combines academic research and actionable guidelines for teachers and education leaders to support all students' needs. It is not a long book, but it took me awhile to get through it, as I read short chunks at a time throughout this school year and did a lot of stopping to reflection on sections. My copy is heavily bookmarked and beaten up, and it will continue to get worse as I pick it back up to look at sections again. Venet is comprehensive in that she covers equity and trauma from many different angles and gets educators on the right track. But–like any good educator-this book just opens doors and gets you started on your journey. She provides many resources and reflection questions that will point you to further exploration and experimentation in your classroom and school community.
May 26, 2024
Overall, this book is an excellent way to get a basic overview on Trauma informed practices and ways that schools can perpetuate inequity. There are also great resources for further education. I do think that some of Venet's examples are given in a sensationalist manner without the acknowledgement that ALL systems can be used for oppression and inherently have biases because they are created and implemented by people. Awareness of potential biases and working on correcting them is what's important because biases will always exist in some fashion. Despite this, the book makes powerful points and sends educators in the right direction for creating more equitable and inclusive classrooms, schools, and policies at all levels.
February 15, 2022
This is such a fantastic book! As a newer educator, it was super approachable and digestible, but the ideas presented here would be beneficial to any folks in education. The sources mentioned throughout the book are all great too, giving me a lot of options for further reading.
This was also immensely helpful in that it gives a name to some of the things I'm already trying to do in my practice. Instead of vague ideas of what I think sounds like a good approach (I'm not formally educated in teaching), I can ground my work in specific concepts and, if need be, know what to look up in order to further research said concepts.
Definitely recommending this one to all my educator pals!
This was also immensely helpful in that it gives a name to some of the things I'm already trying to do in my practice. Instead of vague ideas of what I think sounds like a good approach (I'm not formally educated in teaching), I can ground my work in specific concepts and, if need be, know what to look up in order to further research said concepts.
Definitely recommending this one to all my educator pals!
December 3, 2022
This is an engaging and inclusive book advocating for a greater centering of equity in our schools. There were some proposals and ideas that I found discouraging and some that I simply disagreed with (as a teacher candidate with a lot to learn). But, I am open to changing my mind, and I think one of the takeaways of the book was to encourage teachers and administrators to reflect on our personal and emotional responses to these ideas and use those reflections to broaden our understanding of equity and trauma.
February 10, 2024
I thought this was very good! I've followed Venet on twitter for a while and I love hearing her thoughts about education, so it was awesome to pick up this book. It made me re-think some of the ways I operate in the classroom.
My biggest takeaway from this was her notion of Unconditional Positive Regard. The idea that you clearly tell your students, "You matter to me, you have value, and nothing you can do will ever change that."
But yeah, it's a good resource for learning about how our schools perpetuate (and cause) trauma, and what we can do about it.
My biggest takeaway from this was her notion of Unconditional Positive Regard. The idea that you clearly tell your students, "You matter to me, you have value, and nothing you can do will ever change that."
But yeah, it's a good resource for learning about how our schools perpetuate (and cause) trauma, and what we can do about it.
February 22, 2024
This book should be required reading for any educator, period. I had to take my time with this book because reading it was both cathartic and grief inducing, knowing how short we are falling for our students. The author does an impeccable job blending theory and practicality, recognizing how hard this work can be while never letting us off the hook for fighting for the type of schooling environments that our students deserve. This is the book I wish I was smart enough to have written, and the book I desparately wish I had when starting my teaching career.
July 28, 2025
I’ve followed Alex on Twitter for years and was excited to finally read her book. It didn’t disappoint. While “trauma-informed” is a popular buzzword in education, Alex goes much deeper, explaining how “trauma-informed” must be a system layered with equity work over a simple, drive-by practice. I gave it four stars overall because the book is fairly short, and half of it is spent telling you what will come later in the book. I’d love to see a revised version come out with additional post-COVID research included.
September 15, 2021
This book was accessible, challenging, and affirming. I've never really studied trauma-informed practices, but Shevrin Venet makes the language of trauma understandable without diluting the powerful practices she offers. There are concepts in this book that are leading me to change stuff in my classroom tomorrow and others that I'll be chewing on for years to come. Highly recommend to any and all educators.
September 25, 2021
This book IS IT for all educators. If you work in an institution with kids, stop here. Read this! This book will have you looking at yourself and your school with a magnifying glass, but not in a shameful way. Alex shares important research and facts about where we are in education and where we should be thriving to get. I have sticky notes and highlights all over this book. It has made me dream big for this school year!
November 27, 2022
I am not the biggest fan of pedagogical books, I prefer to listen to a podcast or attend a PD session. I rather read a book for my own pleasure. However, I joined a book club at my school and we read this book and wow! It actually gave you real strategies! So realistic! It has completely changed the way I teach. I have already made many changes and will continue to. It reads easily, which I aprpeciated, not too much research jargon. As an educator to a fellow educator, I'd recommend this book.
Displaying 1 - 30 of 71 reviews