About the ECTITE Model

The ECTITE model emerged from a three-year pilot research grant, from the University of Louisville Consortium for Transdisciplinary Social Justice Research, launched in response to the limited guidance available on integrating trauma-informed practices into teacher preparation. Drawing on research from teacher education, social work, and the humanities, the pilot was embedded within teacher preparation coursework and focused on key areas such as classroom management, cultural conflict, racial literacy, engaging hard-to-reach students, and trauma-informed practice. 

Findings from this early work revealed a critical need to more explicitly address racism-based trauma and educator self-care. In response, the model was refined and expanded, through a University of Louisville Health Equity Innovation Hub grant, into a comprehensive, equity-centered approach to training educators on trauma-informed practice in schools. 

To date, we've trained numerous cohorts of teacher candidates, across all teacher certification programs at the graduate and undergraduate level at the University of Louisville, College of Education and Human Development.  We've also developed a virtual training format to expand our capacity for replication across other institutions, while scaling up to conduct more rigorous research on key outcomes.

The ECTITE model draws on instructional approaches rooted in three foundational theories:

1. Critical trauma theory (Stevens, 2009; Nelson, 2021): emphasizing how trauma is shaped by the intersecting influences of race, gender, and class, encouraging a deeper consideration of the diverse positionalities individuals hold when experiencing trauma

2. Sociocultural learning theory (John-Steiner & Mahn, 1996): frames learning as a social process shaped by language, interaction, and cultural context, recognizing that there is no single “best” way to teach or learn and that individuals bring both expertise and evolving understanding to the process

3. Transformative learning theory (Mezirow, 1994): posits that adults deepen their understanding by critically reflecting on their experiences, beliefs, and social contexts, leading to shifts in perspective and practice. 

Our team published a 2026 conceptual paper showcasing the theoretical framing and core components of the ECTITE model. This article was published in the Journal of Trauma Studies in Education. 

The ECTITE model incorporates ongoing professional development coaching that supports teachers and teacher candidates in using classroom-based action research to refine their practice and build new skills. This coaching is embedded within a collaborative learning community, offering structured supports that move beyond traditional, often race-neutral and White-normative professional development approaches.

Core components of the ECTITE model include:

• Foundational Training: The ECTITE training curriculum is comprised of cohesive modules focused on the foundations of trauma and racial trauma; the impact of trauma on learning; student escalation; teacher de-escalation; radical self-care; allyship; and equity-centered, trauma-informed lesson planning

• Continuous Critical Self-Reflection & Shared Learning: Through intentional routines, reflective practices, and practical resources, the model creates space for growth, learning, and restoration

• Individualized Coaching and Mentorship: Coaching conversations, used in tandem with reflective practices and exercises, are used deconstruct teaching experiences, problem solve, process growth areas, and build efficacy.

• Strong Emphasis on Honoring & Supporting the Whole Person: Grounded in an equity-centered framework, the model draws on the strengths of both educators and their students. It acknowledges the impact of traumatic stress—including racism-based trauma—and offers meaningful context for care, coping, and responsiveness within real-world school environments.