Traumatic Stress and Educational Hegemony: A Multi-Level Model to Promote Wellness and Achievement among Socially Marginalized Students

摘要: Despite efforts by counselors, psychologists, and educators to improve the educational attainment experiences of socially marginalized students, there continues be significant disparity for culturally diverse lower income students. Integrating frameworks traumatic stress hegemony, authors explore barriers optimal academic psychological functioning The present a model provide case example that illustrates sources in school setting symptoms among school-aged children. recommendations counseling advocacy practices can reduce hegemony promote wellness high achievement