000			01449nab a2200205 4500
003			OSt
005			20230720140314.0
007			cr aa aaaaa
008			230720b |||||||| |||| 00| 0 eng d
100			_aBlitz, Lisa V. _956056
245			_aBringing Sanctuary to School: _bAssessing School Climate as a Foundation for Culturally Responsive Trauma-Informed Approaches for Urban Schools/
260			_bSage, _c2020.
300			_aVol 55, Issue 1, 2020( 95–124 p.)
520			_aDecades of federal economic policies that have concentrated poverty into isolated communities have devastated urban education, and expose youth and families to high stress and trauma. Disproportionately negative outcomes for students of color and those who are economically disadvantaged can be understood as manifestations of negative racial school climate and inadequate responsiveness to students’ trauma. As part of a school–university partnership to inform culturally responsive trauma-informed pedagogy, this study assessed the climate of a racially diverse high-poverty elementary school. Findings explored the application of the trauma-informed Sanctuary Model to address students’ trauma and a social justice response for urban education.
700			_aYull, Denise _956057
700			_aClauhs, Matthew _956058
773	0		_010959 _916913 _dSage, 2019. _tUrban education
856			_uhttps://doi.org/10.1177/0042085916651323
942			_2ddc _cEJR
999			_c13888 _d13888