At some time in life, everybody experiences some level of trauma. Additionally, studies show that each new generation adds on and carries within them the traumas that were lived by prior generations. In the case of African-Americans, our trauma is like none other.

The nature of African Americans’ traumatic experiences, however, is quite different from those of other cultures. African American trauma is both compound and complex as new generations of African Americans are born with the weight of slavery’s residual—waking up black in America, every single day, having to decide how black one must be on that day. Added to our ancestral trauma are the day-to-day traumas such as ACEs (Adverse Childhood Experiences), racism, and trauma indifferent school systems.

In her book, Post Traumatic Slave Syndrome, Dr. Joy DeGruy defines trauma as an injury caused by an outside, usually violent force, event, or experience. This injury can be spiritual, emotional, psychological, or physical. Dr. DeGruy, along with other research scholars, historians, and scientists, helps us to understand how the trauma of slavery is so severe that it is being passed along through our DNA to each new generation of African Americans. Researchers in the field of epigenetics–the study of biological mechanisms that can switch genes on and off, to greater or lesser extent– do support the findings that trauma is, in fact, genetically passed on.

“Trauma can leave a chemical mark on a person’s genes, which can then be passed down to future generations. This mark doesn’t cause a genetic mutation, but it does alter the mechanism by which the gene is expressed. This alteration is not genetic, but epigenetic.”

www.psycom.net

Our educational systems tend not to prioritize the hard work that is required to meaningfully address the web of compound and complex traumas that are a daily part of African American students’ life. Ancestral trauma has only recently begun to be intentionally understood and accepted as a reality. A few resources help educators understand how to address race-induced trauma in the classroom; however, none seem to recognize ancestral trauma‘s residual effects on African Americans in general and African American students in particular. The few resources that do address unique traumas borne by African Americans, begin with the Jim Crow era. The much earlier genetic damage inflicted by the evils of the European slave trade resides within the bodies of each succeeding African American generation.

As educators, let’s make the education and nurturing of our African American children holistic, culturally sensitive, and relevant. It’s good for us as teachers. It is good for the community. It is good for developing good citizens. It is good for strengthening our democracy.

1. We can begin by educating ourselves to the reality of epigenetics.
2. We can become trauma-informed by following the research.
3. We can then become trauma sensitive teachers intentionally imbedding into our professional practice, authentic, nurturing relationship building with African American students.