Date of Graduation

Spring 2026

Document Type

Dissertation

Degree Name

Doctor of Education (EdD)

Department

Education Policy, Planning, and Administration

Committee Chairperson

Merry Staulters, PhD

Committee Member

Brittany Severino, EdD

Committee Member

Brie Radis, DSW, MSS, MLSP, LCSW

Abstract

This study explores the perception of educational staff members on school-based mental and emotional resources for urban students experiencing traumatic loss. With increased levels of research centered on enhancing training protocols to educate teachers on identifying, supporting, and guiding traumatic care through evidence-based resources, there is an opportunity to understand their experiences by hearing their voices through a narrative inquiry qualitative research design. The Substance Abuse and Mental Health Services Administration (SAMHSA) has six principles of a trauma-informed environment, which were utilized to analyze participant stories. Five teachers, one social worker, and one special education leader participated in one-on-one interviews to share their experiences in supporting students through traumatic loss, their implementation of trauma-informed care through established practices and principles, their perception of the impact SAMHSA’s six principles have on the grief/bereavement culture of their school, and what their school needs to provide a positive grief/bereavement environment for students. The findings of this study suggest that educators had limited training through professional development (PDs), self-educated through outside resources, and relied on their personal and professional experiences to improve their abilities to support urban students experiencing traumatic loss. Educators are in need of evidence-based training that prepares them to support the mental and emotional needs of students in an environment that is fully equipped to meet students where they are.

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