Presenter(s)

• Marysol Olivarria Bojorquez, PhD Student

Abstract

This poster aims to critically examine how school professionals understand culturally responsive practices, particularly within the context of trauma-informed care in early childhood settings. It offers educators and school psychologists a reframing of dominant assumptions related to trauma, attachment, emotional expression, and behavior. By widening the lens to encompass broader, interconnected structural, relational, and cultural systems that shape meaning and practice, this work seeks to re-center those historically positioned as “the other” and bring their experiences and knowledge to the forefront.