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Background: Black women are disproportionately impacted by higher rates of maternal mortality in the United States (US). Limited research has focused on adverse maternal health outcomes among college-educated Black women, although research has found these outcomes persistent among this population. Objectives: This study aimed to fill a critical gap in current research by elucidating the nuanced experiences of college-educated Black women in the workplace during pregnancy and postpartum. By exploring this under-researched area, our study contributes to the academic discourse on Black maternal health disparities within the scope of occupational health. It offers practical insights for enhancing workplace gender equity, informing healthcare practices, and shaping policies that support equitable maternal health outcomes among Black women. Design: This qualitative study conducted semi-structured interviews with 17 Black mothers between March 2019 and September 2019. Methods: Seventeen in-depth interviews were conducted with college-educated Black women in the US from March 2019 to September 2019. Participants were asked several questions about work stress, discrimination, and other workplace experiences during pregnancy and postpartum. Results: Our analysis identified three themes, including Strong Black Woman/Superwoman, work stress (sub-themes: consciousness of work stress, mental and physical responses to stress, and work–family conflict), and perceived work-related discrimination. Conclusion: For college-educated Black women experiencing pregnancy and postpartum, it is crucial to understand the structural and social determinants of optimal occupational health. It is critical that workplaces enact occupational health equity with attention to racial, gender, and disability-centered considerations to address the unique challenges experienced by Black women. [ABSTRACT FROM AUTHOR]

While the disproportional application of school discipline has garnered notable attention, the relationship between trauma or adversity and school discipline is under examined. The purpose of the current scoping review was to map the state of the literature, empirical and theoretical, at the intersection of school discipline, and trauma or adversity. The findings identified a gap in our knowledge as only 14 of the 49 included articles detailed empirical studies focused on the relationship between adversity and school discipline, with very few from outside of the United States. However, this burgeoning body of knowledge points to a significant relationship between trauma/adversity and experiencing school discipline that warrants further study and contextualizes expanded adversities, including poverty and racism as adversity. We believe this is necessary to acknowledging the hidden and unaddressed trauma among students being disproportionally disciplined, leading to a greater understanding of student lives, and evidence-based, trauma-informed, and culturally attuned discipline. [ABSTRACT FROM AUTHOR]

This study highlights effective components of restorative practice programming from the perspective of teachers involved in piloting a restorative practices initiative. Data were collected through 10 qualitative interviews at the study site - an under-resourced, urban school. Findings capture teacher perceptions of how two elements of the program design that are very often missing from restorative practice implementation made distinct contributions to an overall positive impact: (1) a full-time restorative practices coordinator; one that focuses exclusively on restorative practice implementation and does not also hold another role at the school; and (2) a student leadership program that trains and empowers students in restorative practices and relational climate building. Drawing on Relational-Cultural Theory, the discussion emphasizes that strengthening relational bonds has potential to enhance school climates for marginalized youth, which is critical to improving outcomes in under-resourced schools. [ABSTRACT FROM AUTHOR]

The effects of adverse childhood experiences (ACEs) on children are often misinterpreted in schools as misbehavior and can impact students' academic progress. We explore how the intersection of race and ACEs make students of color hypervisible and more likely to enter the school discipline pathway. Using tenets of critical race theory and the concept of the disciplinary gaze; we found that children of color, experiencing complex trauma, had 1.85 times the odds of receiving a call home (surveilled) for problems at school compared to their White counterparts. Implications for trauma-informed and culturally responsive practices are discussed. [ABSTRACT FROM AUTHOR]