Disabilities And Trauma-Afflicted Minors

While training school administrators can teachers can create positive relationships with disabled and trauma-afflicted youth, such training may be inconsistent throughout state or local jurisdictions. Using the example in Peter v. CUSD (2015), teachers and school administrators did not receive training to interact with trauma-afflicted youth. Thus, there continues to be school arrests and unjust cases where disabled or trauma-afflicted minors can also be left in the hands of law enforcement. When law enforcement begins to take on the role of disciplinarians or school counselors, the possibility of increasing the school-to-prison pipeline remains. An interesting note to about Section 504 of the Rehabilitation Act of 1973 states that fund recipients
This revision states that pre-existing medical histories such as rape or postpartum depression suffered from PTSD are no longer validated and insured under the new ACA. While the revisions specifically illustrates the previous examples, there is a growing concern whether trauma or disability will also be construed as a pre-existing condition. If disabilities or trauma is to be considered as a pre-existing condition, not only would this impact youths, but it will impact everyone in America. Charter and for-profit schools will reap the benefits by forcing poor communities to pay high amounts just to enroll their youth rather than allowing them free education as originally intended. By revoking the prior conditions that were under pre-existing conditions, this brings the dilemma of whether healthcare is or is not an alienable right. Observing how there is a political shift from restorative to punitive practices is critical as many individuals will be impacted under this new
Oftentimes, school teachers are also strained of the proper resources to support youth academic achievement. This can prove detrimental to youth that are disabled or trauma-afflicted. Youth that are disabled or trauma-afflicted are often mislabeled as troublemakers or misbehaved students; thus, often given the punishment of detention, suspension, expulsion. By incorporating trauma-informed practices in schools and public sectors, will take into account of the traumatic experiences not only youth, but what all individuals have endured. A trauma-informed system can engage individuals with histories of trauma by recognizing trauma in their behavior by promoting resiliency. By framing trauma as a social justice issue, it reminds everyone that people who experience trauma are just