Reframing Responses to Racism in Practice Learning: Introducing the 6F Trauma Responses Framework for Black and Racially Minoritised Social Work Students.

Prospera Tedam

doi:10.1921/jpts20572742

Authors

Prospera Tedam Professor of Social Work

DOI:

https://doi.org/10.1921/jpts20572742

Keywords:

black and racially minoritised students, practice learning, racism, trauma-informed, social work education, anti-oppressive practice, belonging

Abstract

Black and racially minoritised social work students continue to experience significant challenges during practice learning, including racism, microaggressions, isolation, heightened scrutiny and questions regarding their competence, academic abilities and professional suitability. While existing literature has documented these experiences extensively, less attention has been paid to how students respond psychologically and behaviourally to placement environments perceived as unsafe, unfair or threatening. This paper draws on the trauma responses framework (fight, flight, freeze, flop and fawn) to explore how Black and racially minoritised social work students may be navigating racially hostile, exclusionary or culturally insensitive placement settings. It also introduces a sixth response (Fit in) which is about adapting to dominant professional norms to survive racialised environments. Drawing on published research examining the practice learning experiences of Black and racially minoritised students, this paper argues that behaviours frequently interpreted by practice educators as resistance, disengagement, passivity, lack of confidence or over-compliance may be understood as adaptive survival responses to racialised stress and repeated experiences of marginalisation. Using examples from the literature, the paper examines how each trauma response may manifest during placement. The paper concludes by proposing a culturally responsive and trauma-informed approach to practice education. It argues that practice educators must move beyond individualised interpretations of student behaviour and instead consider the broader structural, relational and racial contexts shaping students' experiences. By recognising trauma responses as potential indicators of psychological safety rather than student (in)capability, practice educators can create more equitable and supportive learning environments that enhance student wellbeing, learning and professional development.

Author Biography

Prospera Tedam, Professor of Social Work

School of Social Policy, Social Work & Social Justice, University College Dublin

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