Ofelia Castro Schepers
Psychology · Purdue University West Lafayette
Publications
16
Citations
55
Est. group size
—
Recurring co-author estimate
Active years
9
Publishing since 2017
Ofelia Castro Schepers studies trauma-informed practices in education, focusing on how teachers experience and are affected by secondary traumatic stress (stress absorbed from working with trauma-affected students), and how teacher preparation programs can address this. Her work also connects trauma-informed approaches to culturally and linguistically diverse student populations, including bilingual education and multicultural curriculum design. This research is relevant for students interested in the intersection of educational psychology, teacher training, and equity-focused instructional practices.
Publication output has been uneven but active over the last decade, with gaps in some years followed by clusters of output, including a notable increase in 2025.
Generated by claude-sonnet-5 from public bibliographic data · Jul 20, 2026
- Trauma‐Informed Practices as a Buffer Against Secondary Traumatic Stress: Insights From First‐Year Teachers
Psychology in the Schools · 2025
- The Trauma Teachers Bring to Teaching
Journal of Trauma Studies in Education · 2025
- Toward critical inquiry: using trauma-informed-principles to highlight teacher (mis)understanding of linguistic funds of knowledge
International Multilingual Research Journal · 2025
- Bridging funds of knowledge and trauma-informed practices: choosing literature for culturally and linguistically diverse students
NABE Journal of Research and Practice · 2025
- Integrating Trauma-Informed Practices into Higher Education Curriculum
Metropolitan Universities · 2024
- Exploring the demographics of teachers who experience secondary traumatic stress
BMC Psychology · 2023
- Making mathematics meaningful for culturally and linguistically diverse students with a mathematics learning disability: a focus on culturally responsive practices
Frontiers in Education · 2023
- Sustaining Trauma-Informed Practice Knowledge and Reducing Secondary Traumatic Stress in Novice Teachers: Year 1 of a Longitudinal Study
2023
- Mitigating secondary traumatic stress in preservice educators: A pilot study on the role of trauma‐informed practice seminars
Psychology in the Schools · 2021
- A six year trajectory toward better biliteracy: Results of a paired literacy program for emerging bilingual students
NABE Journal of Research and Practice · 2021
- Developing Trauma-Informed Teachers: A Preservice Approach to Mitigating Secondary Traumatic Stress
Proceedings of the 2021 AERA Annual Meeting · 2021
- Introduction
2021
- Transforming Education With Problem-Based Learning: Documenting Missed Opportunities for Multicultural Perspectives
Multicultural Perspectives · 2020
- Bringing Trauma-Informed Practices to Teacher Preparation
Proceedings of the 2020 AERA Annual Meeting · 2020
- Exploring Secondary Traumatic Stress Levels in Classroom Teachers
Proceedings of the 2020 AERA Annual Meeting · 2020
- Psychology in the Schools×2
- NABE Journal of Research and Practice×2
- Proceedings of the 2020 AERA Annual Meeting×2
- BMC Psychology×1
- Multicultural Perspectives×1
- Barbara Jones Warren
Psychology · The Ohio State University
- Amanda R. Start
Psychology · The Ohio State University
- Spencer M. Gardner
Psychology · The Ohio State University
- Karla Shockley McCarthy
Psychology · The Ohio State University
- Susan Yoon
Psychology · The Ohio State University
This profile was generated automatically from public scholarly data (OpenAlex). Group size and activity levels are estimates derived from co-authorship patterns.
Last updated Jul 20, 2026.
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