Stacy Overstreet

Biographic Data

ID4369945
NAMEStacy Overstreet
GIVEN NAMESStacy
FAMILY NAMEOverstreet
SIGNATUREOVERSTREET S
AFFILIATIONSTulane University
ORCID0000-0002-7347-1335
VERIFIEDYes
TOTAL WORKS11
TOTAL CITATIONS8
AUTHOR COUNT11
EDITOR COUNT0
FIRST PUBLICATION YEAR2000
LATEST PUBLICATION YEAR2026
H-INDEX2

  • “I Want to Create Change”: Youth Participatory Action Research as Critical Service-Learning

    Open AccessJesse Chanin, Malaika Saleem et al.ARTICLETeaching Sociology2026

    Critical service-learning is intended to address some of the critiques of traditional service-learning, such as that it benefits the university more than the community and offers temporary or band-aid solutions to endemic social issues. However, scholars have emphasized the logistical and financial challenges of developing critical service-learning programs. This article describes a case study of a service-learning project in which undergraduate …

  • Cultural Responsiveness and Teacher-Student Relationships in Urban Charter Public Schools

    Open AccessChavez Phelps, Samantha Francoi et al.ARTICLEEducation and Urban Society2026References: 37

    Cultural responsiveness and teacher-student relationships are important to establishing a healthy, positive school climate. Few studies have examined the relationship between teacher-student relationships and cultural responsiveness. Also, little is known about the moderating effect the number of ethnic minority school teachers has on culturally responsive practices and teacher-student relationships in schools with predominantly low-income Black …

  • Understanding Teacher Self-Efficacy to Address Students’ Social-Emotional Needs in the Covid-19 Pandemic

    Open AccessCassandra R Davis, Courtney N Baker et al.ARTICLEUrban Education2024Cited by: 2References: 44

    Teachers are returning to schools during the COVID-19 pandemic under the weight of unprecedented stressors to engage a student body that has also experienced stress and trauma. In this study, we examined how confident 454 teachers (55% Black) from 41 charter schools in New Orleans, Louisiana, were in their ability to address students’ social-emotional needs upon their return to school. Results showed that Black teachers were more likely to report…

  • Centering trauma‐informed approaches in schools within a social justice framework

    Open AccessWhitney Davis, Lea Petrovic et al.ARTICLEPsychology in the Schools2022

    Growing evidence establishing the prevalence and educational consequences of childhood trauma has led to a national focus on equipping schools to support the specific needs of students who have experienced trauma. Despite clear evidence of disproportionate trauma exposure among students of color, most models of trauma‐informed schools do not explicitly address the intersection of race and trauma within their system‐level efforts to help staff rea…

  • The Experience of Covid-19 and Its Impact on Teachers’ Mental Health, Coping, and Teaching

    Courtney N Baker, Haley Peele et al.ARTICLESchool Psychology Review2021

    The COVID-19 pandemic has placed significant demands on teachers. The current study uses needs assessment data gathered from 454 New Orleans charter school teachers (81% women; 55% Black; 73% regular education) during the first months of the pandemic. On average, teachers experienced seven stressors (out of 18 surveyed) and four protective factors (out of six surveyed). Teachers who experienced more stressors reported worse mental health and foun…

  • Validation of the Attitudes Related to Trauma-Informed Care Scale (Artic)

    Courtney N Baker, Steven M Brown et al.ARTICLEPsychological Trauma Theory…2020

    The ARTIC is a direct, efficient, and cost-effective measure of attitudes related to TIC. This study further demonstrates the reliability of the ARTIC and provides some support for its validity. Evaluating the favorability of staff attitudes about TIC plays a key role in ensuring readiness for, effectiveness of, and sustainability of TIC in systems. (PsycInfo Database Record (c) 2021 APA, all rights reserved)

  • Toward a Blueprint for Trauma-Informed Service Delivery in Schools

    Open AccessSandra M Chafouleas, Austin H Johnson et al.ARTICLESchool Mental Health2016

  • Trauma-Informed Schools: Introduction to the Special Issue

    Open AccessStacy Overstreet, Sandra M ChafouleasARTICLESchool Mental Health2016

  • Where We Live: The Unexpected Influence of Urban Neighborhoods on the Academic Performance of African American Adolescents

    Open AccessSamantha Francoi, Stacy Overstreet et al.ARTICLEYouth & Society2012Cited by: 6References: 24

    Adolescents who live in low-income neighborhoods face numerous unique challenges. Examining their resilience in multiple contexts sheds light on what contributes to the diverse outcomes of these youth. The current study examines how adolescents' reports of structural and experiential neighborhood characteristics buffered the impact of exposure to community violence on academic performance. A total of 206 African American high school students comp…

  • Challenges Associated with Childhood Exposure to Severe Natural Disasters: Research Review and Clinical Implications

    Stacy Overstreet, Alison Salloum et al.ARTICLEJournal of Child & Adolescent…2011

  • Exposure to community violence and post-traumatic stress symptoms: Mediating factors

    Stacy Overstreet, Magda Ruggieri Marchetti et al.ARTICLEAmerican Journal of Orthopsychiatry2000

    Children's perceptions of safety and family conflict were examined as mediators of the relation between exposure to community violence and post-traumatic stress symptoms. Results indicated that exposure to community violence was related to perceptions of decreased neighborhood safety and increased family conflict, and that this, in turn, mediated the impact of violence exposure on children's post-traumatic stress symptoms. Implications for resear…