Tuesday, October 24th

Celeste M. Malone, PhD
Associate Professor, Howard University

Ample evidence indicates that students with socially marginalized identities experience oppression and discrimination in schools. On an interpersonal level, marginalized students experience discrimination in the form of micro-aggressions and bias-based bullying. Structural oppression emerges as restricted access to educational opportunities and differential treatment by school staff. The ongoing exposure and re-exposure to oppression negatively impact students' mental and physical health leading to traumatic stress. As mental health professionals, school psychologists teach students coping skills to help them survive invalidating school environments; however, our goal should be to create environments that allow all students to thrive. This requires school psychologists to embrace healing centered approaches that affirm students' identities, empower students to be agents in restoring their own well-being, and correct the unjust practices which marginalize some students.

• Describe the relationship between oppression and traumatic stress
• Explain the difference between coping and healing
• Apply social justice principles to engage in healing-centered school psychology practice