Providing Hope After Trauma: Educating in a Juvenile Residential Center

The field of integrated language arts is an ideal forum for sharing stories, discussing perspectives, expressing emotions in a healthy way, and challenging the systems that govern and shape our lives. Accomplishing this goal in a traditional classroom can sometimes be difficult, but for a moment, consider the physical space of a classroom within a juvenile residential center (JRC). This space brings many obstacles that traditional classrooms, teachers, and students do not have to address. To thrive, students need to be in a safe environment of trust. Trust is both critical and challenging to build in a space with so many limitations. By centering student agency, identity, and awareness of structural barriers, teachers may be able to make a positive difference in the lives of incarcerated students, especially those impacted by trauma. This could help students gain a new perspective on their own recidivism and cycles underneath a systemic context, hopefully forging a path toward freedom and healing. This qualitative case study focuses on two novice teachers' journeys as they navigate their instructional decisions and practice within a JRC. Keywords: juvenile residential center, instructional practices, student choice, reflection, trauma-informed instruction, recidivism, educational change, teacher perceptions, student agency, student rapport, and student trust