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Abstract Trauma-informed Care (TIC), Restorative Justice (RJ), and Multicultural Education (MCE) are three approaches to school reform widely being discussed and promoted within schools. The authors of this paper, representing the fields of psychology, social work, and education, present an integrated framework that acknowledges the commonalities these three models share, as well as the ways that they complement one another by focusing our attention on different aspects of urban education. We argue that the concept of healing offers a powerful heuristic for systemic school reform — a guide for rethinking how we address pedagogical, disciplinary, curricular, and policy decisions. We are calling for the creation of “healing schools,” arguing that, 1) Schools can play a valuable role in promoting healing and well-being among the students and families with whom they engage and 2) Many of our urban schools themselves need healing because they have become systems of toxic environments for adults and youth alike. To address the need for healing in schools, we present a framework promoting four key values: relationships, safety, belonging, and agency. These values are embedded within an ecological perspective, exploring how they manifest at the internal, student, school, and community/society levels.
Parameswaran et al. (Mon,) studied this question.