Keywords
Trauma among Zambian rural girls, educational marginalization in Zambia, girls’ educational engagement in Zambia, school-based trauma intervention, SAMHSA’s six guiding principles of TIC.
Abstract
Despite international consensus that girls’ education delivers an unmatched boost to a low-income nation’s development goals, Zambia’s rural girls continue to face severe educational marginalization. Frequently, they also face trauma at the intersections of poverty, gender, and AIDS-related stigma. This paper highlights the impact of complex trauma on learning and the potential to contextualize and apply SAMHSA’s six principles of trauma-informed care (TIC) in Zambian schools. Zambian trauma-informed (TI) schools can foster resilience and improve educational engagement. The proposed framework can create inclusive, supportive school environments that empower marginalized girls and promote social justice.
Creative Commons License
This work is licensed under a Creative Commons Attribution 4.0 License.
Recommended Citation
Cohen, Anne
(2025)
"School-Based Trauma-Informed Care to Increase Educational Engagement Among Zambia's Rural Girls,"
International Journal of School Social Work:
Vol. 11:
Iss.
3.
https://doi.org/10.4148/2161-4148.1157
