Strengths-based, trauma-informed, and culturally responsive strategies to support immigrant and refugee youth, including unaccompanied children

Format

Workshop

Presenters

Blanca E. Torres, One Degree HireFollow
Nichole M. Robinson, One Degree HireFollow

First Presenter's Institution

One Degree Hire

First Presenter’s Email Address

blanca.etorres@outlook.com

First Presenter's Brief Biography

Blanca Torres, a transnational Chicana and proud mother of two, is a dedicated human services professional, college instructor, and social researcher. She is deeply committed to serving, advocating for, and educating others about unaccompanied immigrant children through culturally responsive, strengths-based, and trauma-informed approaches. Blanca brings extensive experience from her work in the social services and non-profit sectors, particularly with children in foster care, unaccompanied immigrant minors, and youth experiencing homelessness. Since 2016, she has also been an adjunct lecturer of Anthropology at Kennesaw State University, teaching courses on diversity, equity, and inclusion from an anthropological perspective. Currently, she serves as a Monitoring and Evaluation Deputy Director for the Unaccompanied Immigrant Children Home Study and Post Release Services Program at Church World Service, an international non-profit organization.

Second Presenter's Institution

One Degree Hire

Second Presenter’s Email Address

murrayenichole@gmail.com

Second Presenter's Brief Biography

As a community builder, social justice champion, change agent, and lifelong learner, Nichole is committed to equity and giving back to her community. She received her undergraduate degree from Tuskegee University. After working in the medical field for several years, Nichole enrolled in graduate school at the University of Georgia. She earned a Master’s in Educational Psychology and a Doctorate in Social Foundations of Education. Nichole has taught in traditional and nontraditional education settings, including a youth correctional facility, the University of Georgia, and a non-profit organization for youth experiencing homelessness. For over ten years, she has researched, written, and presented on homelessness, race, and education. Currently, she implements school-based anti-bias and bully prevention programs. Nichole is also the founder of One Degree Hire, an equity-centered coaching and consulting firm dedicated to enhancing academic stability, reducing barriers, and holistically supporting children and youth from vulnerable communities.

Submitter

I am submitting this proposal as one of the presenter(s)

Location

Plimsoll

Strand #1

Heart: Social & Emotional Skills

Strand #2

Health: Mental & Physical Health

Relevance

This proposal directly relates to the strand heart (social and emotional skills) by emphasizing the importance of fostering empowerment, cultural engagement, and resilience in immigrant and refugee youth. By using strengths-based and trauma-informed approaches, the workshop focuses on helping youth build their self-esteem, develop peer connections, and cultivate emotional well-being, which are all essential components of social and emotional development.

In terms of the strand health (mental and physical health), the proposal highlights strategies to address complex traumas, providing tools for creating safe and inclusive environments that promote mental healing. By recognizing the unique challenges of these youth, such as trauma and acculturation stress, the approach aims to support both their mental health and, indirectly, their physical well-being, as trauma often impacts overall health.

Brief Program Description

This workshop explores strengths-based, trauma-informed, and culturally responsive strategies to support immigrant and refugee youth, including unaccompanied minors. Attendees will gain practical tools to respond to complex traumas, emphasizing empowerment, cultural engagement, and the creation of safe, inclusive learning environments that foster resilience and healing.

Summary

This workshop offers participants practical strategies to support immigrant and refugee youth, including unaccompanied minors, through strengths-based, trauma-informed, and culturally responsive approaches. Recognizing the unique challenges these youth face, such as trauma from both their home countries and their communities in the U.S., the workshop emphasizes the importance of addressing issues like acculturation, language barriers, legal challenges, and discrimination.

Participants will explore how to create safe, inclusive environments that foster resilience and healing while also learning to empower students and engage with their cultural backgrounds. This approach encourages educators and service providers to tap into the internal strengths of youth, recognizing them as individuals with valuable contributions to their classrooms and communities, rather than viewing them through a deficit lens.

The session will provide practical tools to address the mental health needs of immigrant and refugee youth by utilizing family engagement, cultural brokers, and multi-tiered mental health supportive practices. Additionally, attendees will learn to foster authentic partnerships with immigrant and refugee youth, ensuring trauma-informed practices are culturally responsive.

Through this workshop, participants will gain take-home strategies for promoting social and emotional development by building rapport, nurturing self-esteem, and fostering authentic connections with youth. They will also address mental health by providing tools to support youth who have experienced violence, trauma, and chronic stress. By the end, attendees will be equipped to create spaces that promote youth participation, collaboration, and a sense of safety, helping youth regain control and resilience in the face of adversity.

Evidence

1. Teaching to Strengths: Supporting Students Living with Trauma, Violence, and Chronic Stress (ASCD, 2017) by Debbie Zacarian, Lourdes Alvarez-Ortiz, and Judie Haynes: This book offers clear, actionable strategies for educators working with students impacted by trauma, especially those from immigrant and refugee backgrounds. It emphasizes strengths-based methods, such as creating culturally affirming environments, promoting student voice, and empowering students through choice and responsibility. Field-tested in various U.S. school districts, these methods have improved student engagement and academic outcomes by addressing both the social-emotional and academic needs of students dealing with trauma. Specifically, educators who have implemented these approaches have reported increased student participation, reduced behavioral issues, and stronger peer relationships.

1. Florian Scharpf, Elisa Kaltenbach, Angela Nickerson, Tobias Hecker (2021): A systematic review of socio-ecological factors contributing to risk and protection of the mental health of refugee children and adolescents. Clinical Psychology Review, Volume 83: This review provides robust evidence that trauma-informed, culturally responsive approaches can mitigate the mental health challenges refugee youth face. It identifies protective factors such as family involvement, peer support, and culturally sensitive school programs as key components in reducing symptoms of PTSD, anxiety, and depression in refugee children. Schools that integrate these socio-ecological factors see significant improvements in emotional regulation and resilience in students. This research confirms the need for the kind of holistic, trauma-informed strategies proposed in the workshop.
2. Immigrant Connections (https://www.immigrantsrefugeesandschools.org/): This resource offers concrete examples of culturally responsive practices in schools serving large immigrant and refugee populations. By involving cultural liaisons or brokers and engaging families in the educational process, schools have successfully enhanced communication between students, families, and educators. This has led to increased parental involvement, improved student attendance, and better social-emotional outcomes for students, all of which are critical components of the proposed workshop.

Field-Tested Effectiveness:

Schools across the U.S. have successfully implemented trauma-informed, strengths-based approaches to support immigrant and refugee students. For example:

• In California’s Oakland Unified School District, trauma-informed practices, combined with culturally responsive strategies, resulted in a 20% increase in student attendance and a 30% reduction in behavioral referrals for refugee students over the course of a school year.
• In Texas, a strengths-based intervention focusing on trauma-impacted English learners led to a 15% increase in academic performance and improved peer relationships, as reported by educators in the program.

By employing the methods discussed in the proposed workshop, such as building rapport, promoting empowerment, and creating safe, inclusive learning environments, educators and service providers can replicate these successful outcomes. These strategies have consistently led to better outcomes including academic achievement, emotional resilience, and reduced trauma-related symptoms in immigrant and refugee youth.

Learning Objective 1

implement trauma-informed, strengths-based strategies that promote resilience and emotional well-being in immigrant and refugee youth, including unaccompanied minors.

Learning Objective 2

utilize culturally responsive practices, such as family engagement and cultural liaisons, to create inclusive and supportive learning environments.

Learning Objective 3

apply practical tools to address the mental health challenges of immigrant and refugee youth, fostering empowerment, peer connection, and student/program participant engagement and self-determination.

Keyword Descriptors

Trauma-Informed Practices, Strengths-Based Approach, Cultural Humility, and Immigrant and Refugee Youth

Presentation Year

2025

Start Date

3-4-2025 10:15 AM

Recommended Citation

Torres, Blanca E. and Robinson, Nichole M., "Strengths-based, trauma-informed, and culturally responsive strategies to support immigrant and refugee youth, including unaccompanied children" (2025). National Youth Advocacy and Resilience Conference. 44.
https://digitalcommons.georgiasouthern.edu/nyar_savannah/2025/2025/44