Abstract Submission Deadline: May 8, 2026
The Journal of Trauma Studies in Education (JTSE) invites abstract submissions for a special issue on Building Trauma-Informed, Strengths-Based School Systems for Immigrant Youth and Families, to be published in Spring/Summer 2027.
This special issue seeks research and theoretical contributions that examine how culturally responsive and strengths-based approaches can be integrated within trauma-informed schools to better support immigrant youth and their families. We particularly encourage work that explores how schools can implement these approaches in ways that recognize the strengths, experiences, and needs of immigrant communities during a time of significant sociopolitical challenges affecting immigrant families.
Example Topics
- School-based trauma-informed interventions tailored for immigrant and newcomer students
- Strengths-based approaches that leverage immigrant youths’ cultural assets, family networks, and community knowledge to promote belonging and resilience
- School-community partnerships that support immigrant families’ access to mental health services
- Family engagement approaches that center immigrant caregivers’ voices
- Youth participatory or community-based participatory research (CBPR) approaches that elevate immigrant youths’ perspectives on school safety, healing, and belonging
- Interdisciplinary collaborations that promote school system–level changes to address the needs of immigrant youth and families
Submission Types
We welcome a range of manuscript types, including:
- Empirical research articles
- Theoretical papers
- Literature reviews
- Practice-based insights
Abstract Submission Details
Abstracts should be no more than 300 words and include:
- Study purpose
- Methods
- Key findings
- Implications
Submissions should clearly describe how the work contributes to culturally responsive, strengths-based approaches within trauma-informed schools that address the needs of immigrant youth and families.
Please email your abstract to Mayra Gaona, Guest Editor, at mgaona@dom.edu by May 8, 2026.
If accepted, full manuscripts will be due by August 30, 2026. Authors who submit abstracts are also encouraged to serve as peer reviewers for this special issue.
Review Process
All submissions will undergo a rigorous peer-review process. Abstracts and manuscripts will be evaluated based on:
- Relevance
- Originality
- Methodological rigor
- Potential impact on trauma-informed schools