Trauma-Informed Group Work in the Classroom to Address Affective Political Polarization

Abstract

Recent U.S. presidential elections have intensified political polarization and social tensions, contributing to rising reports of election-related stress, anxiety, and symptoms consistent with Post-Traumatic Stress Disorder (American Psychological Association, 2024). Many Americans experienced challenges to both their lived realities and their deeply held core values, creating strife intrapersonally, interpersonally, and institutionally. However, to date, there has been no formal recognition of the growing number of clients seeking mental health services for election-related post-traumatic stress. Additionally, peace and dialogue initiatives are rarely mentioned in these discussions, nor is there a unified trauma-informed framework for addressing it. This article presents a conceptual review of the effects of political polarization across individual, relational, and institutional levels, with particular attention to educational environments. Using a trauma-informed approach, the article introduces a structured, trauma-informed group therapy model that integrates psychoeducation, facilitated dialogue, and mutual support as a framework for social repair. Adaptation of the model is proposed here for use in peace education and classroom contexts, offering practical strategies for fostering safety, reflection, constructive engagement across difference as well as promoting civic empathy and sustainable peace.