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Dr. Elliott is currently writing a resource book on arts for social change in the 21st century. Collaborating with artists and programs around the globe, the resource book is aimed at providing research backed practices in current real-world applications showing the breadth and depth of arts practices and ways which they create and contribute to social change.

Dr. Elliott’s book is set to be published in 2023.


2022 Americans for the Arts Annual Convention


After a review process involving feedback from over 1,000 members of the arts field and review from staff experts at Americans for the Arts, Dr. Elliott has been selected to speak at the national convention in Washington, D.C. May 18-20th, 2022.

The presentation/workshop is entitled "Principle and Purpose of Trauma Informed Arts and Organizations".

Description of the presentation/workshop:

The global refugee crisis and COVID-19 are leaving an indelible mark on the 21st Century. Leaders tasked with nurturing the well-being and equitable empowerment of communities are increasingly highlighting the impact trauma-causing events such as the global pandemic, refugee crisis, and systemic oppression has had on communities, artists, and organizations. Events such as the pandemic have changed the purpose, design, and delivery of the arts. Arts, arts education practices, and organizations are positioned to address social and cultural challenges communities and individuals face.

Learn more at:


Handbook of Research on Barriers for Teaching 21st-Century Competencies and the Impact of Digitalization

Projected Release Date: June, 2021 | Copyright: © 2021 

Chapter 18

Trauma-Informed Leadership in the 21st Century
Contributor: Kyna Elliott

The 21st century has been marked by war, migration, racial and political tensions, and the COVID-19 global pandemic. The impact of these events on communities is evident in research findings on trauma and education in the 21st century. The purpose of this chapter is to examine the impact of trauma on the learning environment and the ways which trauma-informed leadership may mitigate its effects in the classroom. A literature review will present existing research on trauma, learning in the classroom, educator performance and trauma informed relational leadership. A description of the physiological effects of trauma, examples of manifestations in the classroom, and leadership and educator mitigation strategies are provided. The chapter ends with recommendations of leaderships role in modeling trauma-informed practices and mitigation strategies.

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