School-based Microaggressions: The Role Of Interpersonal Interactions In The School Context As Contributing To Cumulative Trauma

Poster


Leslie, R.. 2025. "School-based Microaggressions: The Role Of Interpersonal Interactions In The School Context As Contributing To Cumulative Trauma." International Childhood Trauma Conference 2025. Melbourne, Australia 17 - 22 Aug 2025
Paper/Presentation Title

School-based Microaggressions: The Role Of Interpersonal Interactions In The School Context As Contributing To Cumulative Trauma

Presentation TypePoster
AuthorsLeslie, R.
Year2025
Web Address (URL) of Conference Proceedingshttps://childtraumaconference.org/au/pages/poster-program
Conference/EventInternational Childhood Trauma Conference 2025
Event Details
International Childhood Trauma Conference 2025
Delivery
In person
Event Date
17 to end of 22 Aug 2025
Event Location
Melbourne, Australia
Event Venue
Melbourne Convention and Exhibition Centre
Event Web Address (URL)
Abstract

Microaggressions are subtle and innocuous interpersonal interactions that convey the message that a person’s worth is less because of their membership in a particular social group. As such, children from marginalised social groups and their parents are at risk of experiencing microaggressions within the school context in the form of ableism, racism, sexism, classism and heterosexism. Though the perpetrator may be unaware of the messages they send through their microaggressions, the repeated exposure to insults, invalidations and assaults can lead to a cumulative trauma response in the receiver of microaggressions.
While it is widely acknowledged that the school context provides a range of protective factors for students, including children experiencing trauma, little is currently understood about the role of microaggressions in the school context as a school-based trauma experience.
This project aimed to describe the microaggressions experienced by primary-aged dyslexic children and their parents as they interacted with the primary school context in Australia with an emphasis on understanding the impacts and their role in potential cumulative trauma. Semi-structured interviews were undertaken with data analysed through a lens of Keller and Galgay’s (2010) domains of ableist microaggressions to identify evidence of trauma encountered by dyslexic children and their parents. Qualitative content analysis allowed for a descriptive and interpretative analysis of the transcripts.
While all of the parents (n=10) reported experiencing primary adjacent or vicarious microaggressions, the significant finding was that for almost all (n=9) of the children there was an emotional impact from the repeated exposure to microaggressions in the school context. These children reported heightened emotions both as a result of single and recurrent interactions over time, which can contribute to traumatic experiences and effects. The findings provided a deeper understanding of the way inter-personal interactions between primary-aged dyslexic children, their educators and peers contribute towards cumulative trauma.

Keywordsmicroaggressions, school trauma, school distress
ANZSRC Field of Research 2020390203. Sociology of education
390407. Inclusive education
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https://research.usq.edu.au/item/zz2v8/school-based-microaggressions-the-role-of-interpersonal-interactions-in-the-school-context-as-contributing-to-cumulative-trauma

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