Case study reveals driving factors and pathways of intergenerational trauma, suggesting interventions to reduce educational inequality.
The Intergenerational Trauma Cycle in Educational Familieswhere parents' education-related traumatic experiences are transmitted to children through genetic and behavioral imitation mechanisms, leading to similar psychological and behavioral issues during their educational processundermines academic performance, triggers anxiety and low self-esteem, and exacerbates educational inequality. While existing studies predominantly focus on the negative impacts of trauma, they lack a systematic exploration of its transmission mechanisms and intervention pathways, particularly within Beijings unique context. Using Beijing as a research sample, this study integrates Bourdieus Cultural Capital Theory, Social Learning Theory, and the HITT model to map out pathways of trauma transmission and identify core driving factors. Three key transmission pathways are analyzed: psychological-behavioral, social-structural, and cultural-cognitive. Four core drivers are identified: pressure from the educational system, family cultural traditions, socio-economic stratification, and psychological cognition. Targeted interventions are proposed at the family, school, and policy/social levels. This study offers theoretical and practical insights for interrupting the intergenerational transmission of trauma, promoting educational equity, and fostering healthy family development.
No takes yet. Share an insight, caveat, or question.
Cang Zhao (2025) studied this question.
Synapse has enriched 5 closely related papers on similar clinical questions. Consider them for comparative context: