Open Access Helper

OpenAlex Citation Counts

OpenAlex Citations Logo

OpenAlex is a bibliographic catalogue of scientific papers, authors and institutions accessible in open access mode, named after the Library of Alexandria. It's citation coverage is excellent and I hope you will find utility in this listing of citing articles!

If you click the article title, you'll navigate to the article, as listed in CrossRef. If you click the Open Access links, you'll navigate to the "best Open Access location". Clicking the citation count will open this listing for that article. Lastly at the bottom of the page, you'll find basic pagination options.

Requested Article:

From Producing to Reducing Trauma: A Call for “Trauma-Informed” Research(ers) to Interrogate How Schools Harm Students
Robert Petrone, Christine Rogers Stanton
Educational Researcher (2021) Vol. 50, Iss. 8, pp. 537-545
Closed Access | Times Cited: 42

Showing 1-25 of 42 citing articles:

A Systematic Review of Student Disability and Race Representation in Universal School-Based Social and Emotional Learning Interventions for Elementary School Students
Christina Cipriano, Lauren H. Naples, Abigail Eveleigh, et al.
Review of Educational Research (2022) Vol. 93, Iss. 1, pp. 73-102
Closed Access | Times Cited: 22
“Let’s Lift You Up Rather Than Just Getting You Off the Ground”: A Transformative Qualitative Study of Community College Student Mental Health and Success
Xueli Wang, Kelly Wickersham, Nicole Contreras-García, et al.
Teachers College Record The Voice of Scholarship in Education (2025)
Closed Access
“Walking the Talk”: A Critical Meta-Methodology of Participatory Research Across AERA Journals
Christine Rogers Stanton
Review of Educational Research (2025)
Closed Access
Experiences of Indigenous peoples living with pelvic health conditions: A scoping review
K. W. Brown, Katherine Choi, Esther Kim, et al.
PLoS ONE (2025) Vol. 20, Iss. 4, pp. e0307010-e0307010
Open Access
Understanding and responding to the effects of trauma in the classroom: A primer for educators
Jessica B. Koslouski, Kristabel Stark, Sandra M. Chafouleas
Social and Emotional Learning Research Practice and Policy (2023) Vol. 1, pp. 100004-100004
Open Access | Times Cited: 10
A rationale for trauma-informed postgraduate supervision
Katrina McChesney
Teaching in Higher Education (2022) Vol. 29, Iss. 5, pp. 1338-1360
Closed Access | Times Cited: 13
Planting the Seeds of Culturally Responsive, Equity-Centered, and Trauma-Informed Attitudes Among Urban Educators
Jasmine D. Haynes, L. Trenton S. Marsh, Kim Anderson
Urban Education (2023)
Closed Access | Times Cited: 7
The Value of Student Voice and Choice: A Guide for Trauma-Informed Participatory Action Research in the University Setting
Stephanie Hargrove, Stephanie Schuette, Noga Zerubavel, et al.
Journal of Participatory Research Methods (2024) Vol. 5, Iss. 1
Open Access | Times Cited: 2
The future is inclusive: An invitation for interdisciplinary collaboration between social emotional learning and special education researchers
Kristabel Stark, Jessica B. Koslouski, Julie Vadhan, et al.
Social and Emotional Learning Research Practice and Policy (2024) Vol. 3, pp. 100043-100043
Open Access | Times Cited: 2
“Showing the Good and Bad Together”: A Participatory Exploration of Strengths and School-Based Trauma with Black Elementary Youth
Addison Duane
Urban Education (2023)
Open Access | Times Cited: 6
Informal Help-Seeking in Moments of Acute Danger: Intimate Partner Violence Survivors’ Emergency Outreach Efforts and the Forces That Shape Them
Lisa A. Goodman, Deborah Epstein, Nkiru Nnawulezi, et al.
Journal of Interpersonal Violence (2022) Vol. 38, Iss. 5-6, pp. 4742-4767
Closed Access | Times Cited: 9
Teach Like a Black Woman: A Trauma-Informed Black Feminist Praxis
Abiola Farinde‐Wu, Adam Alvarez, Nina Kunimoto
Urban Education (2023)
Closed Access | Times Cited: 5
Advancing Equity and Justice in Academic Nursing Through Trauma-Informed Education Practice
Rana Najjar, Kupiri Ackerman-Barger
Journal of Nursing Education (2024) Vol. 63, Iss. 8, pp. 507-514
Closed Access | Times Cited: 1
Homeless youth‐led activism and direct action: Lessons from a participatory research project in Tio'tia:ke/Montréal
Jayne Malenfant, Mickey Watchorn, Naomi Nichols
Children & Society (2023) Vol. 38, Iss. 3, pp. 759-773
Open Access | Times Cited: 4
The unintended consequences of integrating trauma-informed teaching into teacher education
Kyle Miller, Karen Flint-Stipp
Teaching Education (2024), pp. 1-19
Open Access | Times Cited: 1
Calling for (r)Evolution: the rise of the educational phoenix of audacious hope
Julie Avery, Joanne Deppeler, Jacynta Krakouer, et al.
Pedagogy Culture and Society (2024), pp. 1-22
Open Access | Times Cited: 1
ARCCH Model of Resilience: A Flexible Multisystemic Resilience Framework
Armeda Stevenson Wojciak, Jan Powers, Athena C. Y. Chan, et al.
International Journal of Environmental Research and Public Health (2022) Vol. 19, Iss. 7, pp. 3920-3920
Open Access | Times Cited: 7
Anti-Racist Research Praxis: Feminist Relational Accountability and Arts-Based Reflexive Memoing for Qualitative Data Collection in Social Work Research
Christine Mayor
Affilia (2022) Vol. 37, Iss. 4, pp. 624-644
Closed Access | Times Cited: 6
Being and Becoming Well in the Most Transparent of Times: The Limits of Racialized Healing Strategies in Educational Research
Ryan Ziols, Christopher Kirchgasler
Educational Studies (2023) Vol. 60, Iss. 2, pp. 135-155
Closed Access | Times Cited: 3
Fight, Flight, or Freeze?: Equine-Assisted Learning as a Means to Explore Anxiety, Self-Efficacy, and Agency in Rural Youth During COVID-19
Lauren Davis, Christine Rogers Stanton
Journal of Experiential Education (2023) Vol. 47, Iss. 1, pp. 158-176
Open Access | Times Cited: 2
Deciphering Truth: Teaching About the Systemic Nature of Trauma
Simona Goldin, Debi Khasnabis, Addison Duane, et al.
Urban Education (2023)
Open Access | Times Cited: 2
“Listen when I come to the table”: Reimagining education with and for Black elementary-aged youth and their mothers
Addison Duane, Lauren Mims
Frontiers in Education (2022) Vol. 7
Open Access | Times Cited: 4
Affective Habit Ecologies of Writing and Trauma-Informed Composition Pedagogy
D. T. Spitzer-Hanks
Pedagogy Critical Approaches to Teaching Literature Language Composition and Culture (2024) Vol. 24, Iss. 1, pp. 21-45
Closed Access
‘Do no harm’? Rethinking risk and harm narratives in abuse-focused research with children
Helen Beckett, Camille Warrington
Deleted Journal (2024) Vol. 2, pp. 100037-100037
Open Access
Using trauma-informed practice to support students and educators in a Post-COVID world: an action research project
Kate Welch
(2024)
Open Access
Page 1 - Next Page

Scroll to top