Emotional Impact of State Takeovers: What Do We Accept as Collateral Damage of Emergency Management School Governance?

Abstract

We investigate policy actors’ experiences of the implementation of state takeover policy in three primarily Black school districts in St. Louis, MO using a systems theory approach. Authors conducted qualitative interviews with policy actors from three St. Louis districts and other select districts across the nation who experienced a state appointed governance intervention. Qualitative thematic analysis was used to identify major themes. Three major themes emerged across 18 respondents: state-community divide, community suffering, and oppressive mechanisms. Results suggest an environment that may contribute to or create experiences of trauma. The implementation of state takeover policy intersects with heightened emotionality among many community members in primarily Black school districts. Health and trauma are rarely considered as educational policy feedback in the literature, particularly in discussions around state takeover. Future research must consider psychological implications of policy in historically marginalized districts and wider communities.