Anxiety and depression have increased for adolescent youth, particularly since the pandemic. For certain students, this anxiety and depression connects to trauma because of inequity and bias in schools. This qualitative study examined successful urban middle school teachers and their perspectives on conditions they created for hope in their classrooms and ways they created hope for themselves. Eight middle school teachers who taught humanities shared their insights through semi-structured interviews. Findings aligned with pedagogical practices the teachers used that centered hope and voice for students: culturally responsive practices, relational practices, and justice-oriented practices. These specific teachers cared deeply about their students and worked to create classrooms that were safe and grounded in community. Participants also cultivated specific personal practices as a way to remain hopeful.
| Identifer | oai:union.ndltd.org:lmu.edu/oai:digitalcommons.lmu.edu:etd-2290 |
| Date | 09 April 2024 |
| Creators | Jacob, Sheeba |
| Publisher | Digital Commons at Loyola Marymount University and Loyola Law School |
| Source Sets | Loyola Marymount University |
| Detected Language | English |
| Type | text |
| Format | application/pdf |
| Source | LMU/LLS Theses and Dissertations |
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