Creating a Multiculturally Responsive and Trauma-Informed Classroom Ecology for Diverse Learners: Collaboration, Classroom Community, and Identification of Systemic Barriers

Author(s): Maya Matalon and Caroline S. Clauss-Ehlers – Long Island University, Brooklyn

The study explores strategies for creating a trauma-informed and culturally sensitive classroom environment for adult learners. It emphasizes the importance of understanding the intersection of trauma and culture and provides a theoretical framework for a multicultural approach to education.

It also highlights the challenges faced by diverse populations in accessing mental health services and advocates for culturally appropriate support. Further research and collaborative participatory action are recommended to address the impact of COVID-19 and improve pedagogical approaches for adult learners.

ALE Journal – Volume 5, Issue 1

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