2025 Theses Doctoral

Leading with Trauma Informed Care: A Qualitative Study of How Urban School Principals in New York City Support African American Males Diagnosed with Emotional Disturbance

Bynoe, Charisse

Research exploring and examining school-based trauma-informed interventions specifically designed to support African-American male students diagnosed with emotional disturbance (ED) remains limited. This qualitative exploratory case study investigated how six urban school principals in New York City conceptualized and implemented trauma-informed practices to support this population. Drawing from interviews, a focus group, and school documentation, the study explored how principals addressed the intersection of trauma, race, and disability within urban school settings.

Findings revealed that principals supported students through relationship-building, emotional regulation strategies, culturally responsive pedagogy, and structured behavioral interventions. They also acknowledged the compounding effects of the COVID-19 pandemic on students’ well-being and access to learning. This study highlights the importance of leadership that is both culturally responsive and trauma-informed, emphasizing the need for urban school leaders to examine the intersections of race, disability, and systemic inequities to better support students with emotional disturbance. Professional development, inclusive school environments, and mentorship initiatives emerge as effective strategies. The findings emphasize the essential role of school leadership in addressing trauma and advancing equity for African American male students diagnosed with emotional disturbance.