Thomas' research focus is on transdisciplinary social justice approaches to pervasive challenges in teacher preparation, such as classroom management with trauma informed and anti-racist perspectives. Overarching themes in Thomas' writings include the necessity of ongoing learning and reflection and consideration for the contexts, settings, and circumstances in which teachers and students interact. Thomas has served as a member of Jefferson County Public Schools (Kentucky) first Equity Scorecard Team, and currently serves as a member of the district's Racial Equity Policy subcommittee.
Outlines research around trauma-informed, school based interventions over the last 20 years. Finds that because this research exists primarily outside of education, there is a need for researchers in education to understand and participant such research.
Describes four middle school teachers working with their students to create engaging, rigorous learning experiences. Finds they did so by attending to students' developmental, racial, language, and/or ethnic identities and providing appropriate instructional in order to challenge students with new content and skills.