Equity in North Carolina’s SHLT-003

This study examines North Carolina’s (NC) primary trauma-informed education (TIE) policy, SHLT-003, which governs school-based mental health plans in PK-12 education. Using culturally responsive, antiracist, equity-based, and trauma-informed (CARE-TIE) frameworks, qualitative analysis reveals that SHLT-003 is compliance-driven, emphasizing mental health and social-emotional learning (SEL) without embedding equity and deeper culturally responsive or antiracist principles. While the policy acknowledges trauma sensitivity, it lacks explicit equity-based mandates and provides minimal guidance for district-level implementation, potentially reinforcing systemic disparities. Findings highlight the need for structural policy revisions to ensure consistent, equity-centered application across NC public schools. Recommendations include integrating culturally responsive language, antiracist frameworks, and accountability structures that uplift lived experiences, to enhance accessibility, inclusivity, and systemic transformation in trauma-informed education.