Abstract
Students who have experienced a school crisis or community-shared traumatic event (e.g., community violence or natural disasters) often experience feelings of stress and anxiety following these events. After these events occur, it is important that students have an outlet to express their emotions and let their voices be heard. One methodology that can aide in this is student voice. Student voice encompasses a set of diverse strategies with the purpose of giving individuals (especially minoritized or marginalized groups) a voice. Presently, limited research exists in the field of student voice, particularly in the area of curriculum implementation with school-aged youth, and especially among school-aged youth who have experienced a traumatic event. The purpose of this project is to create a school-based trauma-informed student voice curriculum that can be used by school psychologists in order to help foster coping skills and develop students’ advocacy and leadership skills. This curriculum is based off of the SHOWed Questioning Method, which works through five essential questions in order to help students determine the underlying problems with policies in their school system, and work to change those problems. The curriculum ends with a gallery walk put on by students to highlight some of the problems within their school system that lead to the school crisis or community-shared traumatic event, as well as ways to mitigate those problems. This curriculum aims to give students a voice and a place to advocate for change within the structure of their school system.