The Space Between: The Story of a Rural School District Implementing Trauma-Informed and Equity-Centered Practices
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Authors
Wyman, Melissa
Date
2025
Type
Dissertation
Language
en_US
Keywords
Alternative Title
Abstract
This qualitative case study of a rural Vermont school district explores how place shapes the implementation of trauma-informed and equity-centered practices. Often treated as a static backdrop, place is reframed here—through Critical Place Theory—as a dynamic, interactive force shaped by and shaping educational practices. This study analyzes location, locale, and sense of place to frame place as interactive and evolving. Data collection included interviews, document analysis, and researcher engagement with the community to explore how place informs daily educational experiences. Findings reveal a shared desire for improvement across the physical, social, cultural, emotional, and psychological dimensions of place, with trauma-informed and equity-centered practices proving most effective when rooted in collective community efforts. Yet, tensions in implementation underscore the need for collaborative, context-responsive approaches that honor local values while fostering broader equity goals. These findings contribute to research on equity and trauma-informed practice, offering guidance for educators and leaders seeking meaningful community partnerships.