Building Racial Equity Through Trauma-Responsive Discipline: In these unprecedented times, educators need to strengthen their use of social-emotional, social justice, and culturally responsive practices.

EMOTIONAL trauma; PSYCHOLOGY of college students; RACISM; POLICE brutality; COVID-19 pandemic; COLLEGE discipline; UNIVERSITY of Chicago

The author discusses lessons that educators may learn from the Trauma Responsive Educational Practices (TREP) Project at the University of Chicago in Illinois. Topics explored include the acknowledgment of the traumatic impact of issues such systemic racism, police brutality, and the coronavirus disease 2019 (COVID-19) pandemic on students, the distinction between punitive and trauma-responsive discipline of students, and the implementation of emotional neutrality and co-regulation practices.