Abstract:

Youth often use media to explore their identity and see where they fit into the world (Valkenburg & Piotrowski, 2017). Marginalized groups, including Black, Indigenous and People of Colour (BIPOC) and LGBTQ+ youth, often seek connection and positive representation in the media they consume (MediaSmarts, n.d.). However, despite progress in authentic, positive, and diverse representations in entertainment media, these groups are still underrepresented and often portrayed inaccurately (McInroy & Craig, 2017; Ward & Bridgewater, 2023), and these stigmatizing and discriminatory representations can have adverse effects on an individual's mental health (Ward & Bridgewater, 2023). Research has demonstrated that media can elicit trauma responses in individuals of all ages (Comstock & Platania, 2017). The defining feature of trauma is that it causes intense fear, horror or helplessness (Center for Substance Abuse Treatment, 2014) and can have negative implications for learning (Bell et al., 2013). Because marginalized groups are at a higher risk of experiencing trauma (National Child Traumatic Stress Network, n.d.), it is essential to look at the role of media in wellbeing and its implications for classroom-based media.

Although research has highlighted that media can negatively impact marginalized groups (Ward & Bridgewater, 2023), there is little research exploring media representation in the classroom and its impacts on students (Laffier & Westley, 2022). Therefore, this paper aims to explore the link between media representation and trauma in marginalized youth and identify potential implications for the classroom environment and student learning. This exploration was guided by theories of development, trauma and wellness, including Positive Youth Development (Ontario Ministry of Children, Community and Social Services, 2012), Theory of Identity Development (Marcia, 1966), vicarious traumatization (McCann & Pearlman, 1990), race-based traumatic stress (Carter, 2007), and trauma-informed care (Harris & Fallot, 2001).

The specific research questions were:
1) How can media affect marginalized youth's wellbeing, and what implications does this have for learning? and
2) How might media representation of marginalized youth impact classroom culture, social dynamics, and emotional safety?

To answer the research questions, a literature review was conducted in several steps:
1) we conducted a literature review of academic journals, academic reports, and mental health reports, including articles related to the impacts of media representation on marginalized groups and focused on the youth population;
2) we expanded our search beyond academic journals and looked for concerns expressed by parents, educators, and mental health experts in news reports, blogs, and social media;
3) any concerns about media representation and trauma were recorded on a spreadsheet and collected as case examples for this paper.

We found that negative media representation can elicit trauma responses in marginalized youth, impacting a student's wellbeing and performance. The findings demonstrated that media can be used to empower youth and explore diverse perspectives but also acts as a risk factor when considering trauma history, social dynamics (e.g., bullying, teasing), and emotional safety. Trauma-informed care recommendations for educators using media in the classroom are explored to support teachers in building an inclusive and safe classroom environment for all students.

Keywords:

Media, trauma, at-risk youth, pedagogy.