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:

Understanding and addressing racial stress and trauma in schools: A pathway toward resistance and healing
Farzana T. Saleem, Tyrone C. Howard, Audra K. Langley
Psychology in the Schools (2021) Vol. 59, Iss. 12, pp. 2506-2521
Closed Access | Times Cited: 35

Showing 1-25 of 35 citing articles:

Providing antiracist cognitive-behavioral therapy: Guidelines, tools, and tips
Jude Mary Cénat, Angela M. Haeny, Monnica T. Williams
Psychiatry Research (2024) Vol. 339, pp. 116054-116054
Closed Access | Times Cited: 6
Exploring Black American Flourishing Through the Arts and Humanities: A Scoping Review
Christa T. Mahlobo, Katherine N. Cotter, Sam Kirk, et al.
Empirical Studies of the Arts (2025)
Closed Access
Teachers’ self-reported awareness of trauma identification and practices among students with disabilities: An international study from Bangladesh, Egypt and Nepal
Maxwell Peprah Opoku, Jf, Shakila Nur, et al.
International Journal of School & Educational Psychology (2025), pp. 1-18
Open Access
Are Deficit Perspectives Thriving in Trauma-Informed Schools? A Historical and Anti-Racist Reflection
Cora Palma, Annmary S. Abdou, Scot Danforth, et al.
Equity & Excellence in Education (2023) Vol. 57, Iss. 1, pp. 76-92
Open Access | Times Cited: 7
Psychological and Academic Adaptation Through Universal Ethnic Studies Classes: Results of a Natural Experiment
Sarah Gillespie, Mirinda M. Morency, Emily Ying Yang Chan, et al.
Journal of Youth and Adolescence (2024) Vol. 53, Iss. 11, pp. 2572-2588
Closed Access | Times Cited: 2
A Research-Practice Partnership to Develop the R-CITY Multi-Component, Equity-Focused Social–Emotional Learning Intervention
Jessika H. Bottiani, Maisha Gillins, Charity Brown Griffin, et al.
School Mental Health (2024) Vol. 16, Iss. 3, pp. 632-648
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
Ethnic-Racial Socialization, Teacher Discrimination, and Black Youth’s School Engagement and Achievement
Sharon F. Lambert, Farzana T. Saleem, Chang Liu, et al.
Prevention Science (2023) Vol. 25, Iss. 1, pp. 56-67
Open Access | Times Cited: 4
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
Understanding Teachers’ Ethnic-Racial Socialization Practices with Students in Schools: A Qualitative Inquiry
Farzana T. Saleem, Lionel C. Howard, Cameron T. Schmidt-Temple, et al.
Urban Education (2024)
Closed Access | Times Cited: 1
Competence of teachers towards managing trauma among children with disabilities in Ghana
Maxwell Peprah Opoku, Negmeldin Alsheikh, Daniel Miezah, et al.
African Journal of Disability (2024) Vol. 13
Open Access | Times Cited: 1
Building trauma informed schools in non-western contexts: Teachers’ perceived competence in identification and trauma-informed practices in schools
Maxwell Peprah Opoku, Ashraf Mustafa, Enas Mohamed Abdullah, et al.
Journal of Human Behavior in the Social Environment (2024), pp. 1-22
Open Access | Times Cited: 1
“One of These Things Is Not Like the Other”: Racial Identity Perception Among Elementary Students of Color
Taryne M. Mingo
Professional School Counseling (2024) Vol. 28, Iss. 1
Closed Access | Times Cited: 1
Raising trauma awareness in the Middle East: Exploration of parental knowledge about the identification and management of trauma among children in Egypt
Ashraf Mustafa, Maxwell Peprah Opoku, Hala Elhoweris, et al.
Journal of Family Trauma Child Custody & Child Development (2024), pp. 1-21
Closed Access | Times Cited: 1
Using RECAST theory to examine racial stress appraisal across high schools: Differences in racial threat and support
M. Fleming, Howard C. Stevenson, Emily A Aisenbrey, et al.
Social Psychology of Education (2024) Vol. 27, Iss. 5, pp. 2503-2526
Open Access | Times Cited: 1
The Promise of Racial Healing to Achieve Health Equity Through School-Based Prevention
Kevin Tan, Jenna Mahoney, Jeanna Campbell, et al.
American Journal of Public Health (2023) Vol. 113, Iss. S2, pp. S119-S123
Open Access | Times Cited: 3
Start Early: Providing Trauma-Informed, Systems-Focused Professional Development in Early Childhood Development and Learning Contexts
Daicia Price, Yatesha Robinson, Hurley O. Riley, et al.
OBM Integrative and Complementary Medicine (2023) Vol. 08, Iss. 04, pp. 1-14
Open Access | Times Cited: 3
Developing and validating a scale to measure trauma-informed practices used by teachers in inclusive schools in Ghana and the United Arab Emirates
Maxwell Peprah Opoku, Hala Elhoweris, Ashraf Moustafa, et al.
Journal of Child and Adolescent Mental Health (2023) Vol. 35, Iss. 1-3, pp. 55-75
Closed Access | Times Cited: 3
Black Teachers’ Use of Liberatory Design to Promote Literacies of Healing
Jessica Lee Stovall, Lamar Timmons-Long, Thomas J. Rodney, et al.
The English Journal (2023) Vol. 113, Iss. 2, pp. 40-48
Closed Access | Times Cited: 1
“The Things We Carry”: Interventions against the cumulative effects of racism in K-12 education
Sam King-Shaw, Natalie King-Shaw, Melanie Sonsteng-Person, et al.
Journal of Prevention & Intervention in the Community (2024) Vol. 52, Iss. 2, pp. 254-271
Closed Access
Parent and Staff Insights to Understanding Challenges with Engaging Black Families in Early Childhood Programs
Anna Davidson Abella, Elizabeth Hordge-Freeman, Kyaien O. Conner, et al.
Journal of Child and Family Studies (2024) Vol. 33, Iss. 8, pp. 2596-2613
Closed Access
The Kids Aren't Alright: Climate Education in a Trauma-Laden World
Katy Scott, Andrew Clemente
Journal of Museum Education (2024) Vol. 49, Iss. 3, pp. 322-333
Open Access
�It Makes Me Wonder, How I Keep from Goin� Under:� Deconstructing Cultural Strengths in the Stories of Black College and University Students
Sikeza C. Fowlks
(2024)
Open Access
Mitigating rACEsm in K-12 Classrooms: The Consideration of Culturally-Informed Adverse Childhood Experiences and Utilization of Culturally Relevant Education and Systemically Trauma-Informed Practice
Laura Danforth, Tracey Marie Barnett McElwee, John Miller, et al.
Journal of Black Studies (2024) Vol. 55, Iss. 8, pp. 684-708
Closed Access
Unveiling Curriculum Shadows of Systemic Adversity among Black Youth: Pathways to Eliminate Anti-Black Macroaggressions in Schools
Jasmine D. Haynes, Khalilah Louis Caines
Social Sciences (2024) Vol. 13, Iss. 9, pp. 444-444
Open Access
Page 1 - Next Page

Scroll to top