Ofelia Castro Schepers

• PhD – Sociological, Multicultural, and Bilingual Foundation of Education: Educational Equity and Cultural Diversity (2017)
• M.S.E – Curriculum and Instruction, University of Kansas (2012)
• B.S.E – Elementary Education, University of Kansas (2008)

• 2022- present
  Assistant Professor of Literacy and Language
  Purdue University, West Lafayette, IN
• 2021-2022
  Associate Professor of Elementary Education
  Metropolitan State University, Denver, CO
• 2017-2021
  Assistant Professor of Elementary Education
  Metropolitan State University, Denver, CO
• 2013-2017
  Graduate Teaching and Research Assistant
  University of Colorado, Boulder
• 2008-2013
  Elementary School Teacher and Interventionist
  Salina Public Schools, Salina, KS

• American Educational Research Association (AERA)
• National Association for Multicultural Education (NAME)
• National Association for Bilingual Education (NABE)
• National Council of Teacher Education (NCTE)

Edited Collections

• Castro Schepers, O., Brennan, M., & Bernhardt, P. (eds.). (2025). Developing Trauma-Informed Teachers: Intentional Partnerships to Create Classrooms That Foster Equity, Resiliency, and Asset-Based Approaches
• Schepers, O., Brennan, M., & Bernhardt, P. (eds.). (2022) Creating Classrooms that Foster Equity, Resiliency, and Asset-Based Approaches: Research Findings from Teacher Preparation. Contemporary Perspectives on Developing Trauma Informed Teachers. Charlotte, NC. Information Age Publishing (IAP).
• Schepers, O., Brennan, M., & Bernhardt, P. (eds.). Creating Classrooms that Foster Equity, Resiliency, and Asset-Based Approaches: Implementation of Curricula and Programs in Teacher Preparation. Contemporary Perspectives on Developing Trauma Informed Teachers. (Forthcoming, January 2023). Charlotte, NC. Information Age Publishing (IAP).

Book Chapters, Refereed

• Young, K.S., Schepers, O., & Joseph, A. (2022) Incorporating Trauma-Informed Practices into One Teacher Education Program. In Schepers, O., Brennan, M., & Bernhardt, P. (Eds.), Convenience, Intentionality, and Institutionalization. Developing Trauma-Informed Teachers Creating Classrooms that Foster Equity, Resiliency, and Asset-Based Approaches. Charlotte, NC. Information Age Publishing (IAP).

Journal Articles, Refereed

• Castro Schepers, O.*, Grevstad, N.*(o), Young, K.*(o), & Brennan, M. *(o) (2025). Tauma-Informed Practices as a Buffer Against Secondary Traumatic Stress: Insights from First Year Teachers. Psychology in the Schools, 62(8), 2339-2815. http://dx.doi.org/10.1002/pits.23478
• Young, K.*(o), Brennan, M.*(o)Grevstad, N.*(o) & Castro Schepers, O.* (2025). The trauma teachers bring to teaching: First-year teacher results from the traumatic life events checklist. Journal of Trauma Studies in Education.
• Castro Schepers, O.* & Bannack, A.*(o) (2025). Bridging Funds of Knowledge and Trauma-Informed Practices: Choosing Literature in Literacy Classrooms. National Association of Bilingual Education Journal of Research and Practice. https://doi.org/10.1080/26390043.2025.2551534
• Castro Schepers, O.*, Morita-Mullaney, T.*, Baquero-Sierra, A.*(g) (2025).Toward Critical Inquiry: Using Trauma-Informed-Principles to Highlight Teacher (Mis)Understanding of Linguistic Funds of Knowledge. International Multilingual Research Journal, 1-23. https://doi.org/10.1080/19313152.2025.2490423
• Caires-Hurley, J., Jimenez-Silva, M., & Schepers, O. (2020). Transforming Education with Problem-Based Learning: Documenting Missed Opportunities for Multicultural Perspectives. Multicultural Perspectives, 22 (3) pp. 118-126. DOI: 10.1080/15210960.2020.1792303
• Sparrow, W., Castro Schepers, O., & Escamilla, K. (Forthcoming). A Trajectory toward Biliteracy: Longitudinal Results of a Paired Literacy Program for Emerging Bilinguals.
• Castro Schepers, O. & Young, K. (2021). Mitigating Secondary Traumatic Stress in Pre-Service Educators: A Pilot Study on The Role of Trauma-Informed Practice Seminars. Submitted to Psychology in the Schools. Psychology in the Schools, 59 (2) https://doi.org/10.1002/pits.22610

• Centering Trauma-Informed Practices (TIP) to Sustain TIP Knowledge and Reduce Secondary Traumatic Stress in Novice Teachers: An Interdisciplinary Research-Practice Partnership. (P.I.) – ncer Foundation Research-Practice Partnership Grant (2021-2024)