Department of Behavioral, Social, and Health Education Sciences, Rollins School of Public Health, Emory University, 1518 Clifton Rd. NE, Atlanta, GA, 30322, USA.
Division of Environmental Health Sciences, School of Public Health, University of Minnesota, Minneapolis, MN, USA.
Adm Policy Ment Health. 2023 Sep;50(5):750-762. doi: 10.1007/s10488-023-01281-y. Epub 2023 Jun 19.
Students of color face disproportionate rates of adverse childhood experiences, including racial discrimination in school settings. Effective interventions strategies are needed to address school-based racial trauma. Link for Equity was designed to be a culturally-responsive trauma-informed intervention that includes universal cultural humility training for teachers. As a result of the COVID-19 pandemic, the in-person trauma-informed cultural humility training was adapted for online delivery. The purpose of this study was to assess barriers and facilitators that impacted online delivery of the training. We conducted semi-structured interviews with 25 high school teachers from three public school districts in the Midwestern United States who participated in the online training. Interview transcripts were coded by two team members, and thematic analysis was utilized. Barriers and facilitators to online delivery were identified across five domains: receptivity, logistics, engagement, comfort, and application. The implications of these barriers and facilitators are discussed and tailored recommendations for the virtual delivery of culturally-responsive trauma-informed interventions to reduce racial discrimination in schools are provided.
有色人种的学生面临不成比例的不良童年经历，包括学校环境中的种族歧视。需要有效的干预策略来解决基于学校的种族创伤。Link for Equity 旨在成为一种具有文化响应能力的创伤知情干预措施，其中包括教师普遍的文化谦逊培训。由于 COVID-19 大流行，面对面的创伤知情文化谦逊培训已适应在线交付。本研究的目的是评估影响培训在线交付的障碍和促进因素。我们对来自美国中西部三个公立学区的 25 名高中教师进行了半结构化访谈，这些教师参加了在线培训。采访记录由两名团队成员进行编码，并使用主题分析。在线交付的障碍和促进因素在五个领域中得到了识别：接受度、物流、参与度、舒适度和应用度。讨论了这些障碍和促进因素的意义，并提供了针对虚拟提供文化响应性创伤知情干预措施以减少学校中的种族歧视的定制建议。
