Abstract
This thesis project examines the impact of school-based trauma on students with marginalized identities, including racial and ethnic minorities, LGBTQIA+ students, and students with special needs. Expanding the conceptualization of trauma beyond the home and community setting, this thesis project aims to highlight how institutional racism and discrimination, exclusionary curriculum, and discriminatory policies within schools contribute to trauma production. This project defines trauma, its various forms, and identifies common signs and symptoms, while examining how trauma manifests across developmental stages and affects mental health, physical health, and educational performance. Drawing on school climate surveys, publicly available discipline data, and related empirical research, this thesis addresses the limited research directly examining schools as sources of trauma production. Through the development of an educator's guidebook, this project translates research into practical, trauma-informed, and inclusive strategies, equipping educators with tools to identify at-risk students, challenge harmful school structures, reduce systemic barriers, and create a safe and supportive environment for all students.