Date of Award
Spring 2024
Document Type
Dissertation
Degree Name
Doctor of Education (EdD)
Department
Education Policy, Planning, and Administration
Committee Chairperson
Merry Staulters, PhD
Committee Member
Colleen Commisso, PhD
Committee Member
Tiffany Orrin, EdD
Abstract
This explanatory sequential mixed-methods study investigated the attitudes, perceptions, and understanding of education professionals toward trauma-related behaviors of kindergarten through 12th-grade students in public school districts throughout southeastern Pennsylvania. The purpose of this study was to identify underlying themes surrounding trauma to determine the best training and support options for teachers. Research has investigated teachers’ common perceptions of trauma and their attitudes toward students’ internalizing and externalizing behaviors demonstrated across various educational settings. The study focused on determining teachers’ efforts to support students in developing social-emotional learning skills to manage the behaviors and feelings students develop as a result of trauma. Quantitative data was initially collected by surveying faculty members’ overall understanding and cognizance of students undergoing trauma using the ARTIC 45ED scale. The qualitative component of this study consisted of two phases; in the first phase, eight education professionals participated in one-on-one, semi-structured interviews. The second phase included three reflective journal entry responses.
Keywords: trauma-informed practices, education professionals, mixed-methods, social-emotional learning, instructional practices
Recommended Citation
Dea, Paige, "Educators' Experiences of Childhood Trauma Infiltrating the Classroom: A Mixed Methods Study" (2024). West Chester University Doctoral Projects. 260.
https://digitalcommons.wcupa.edu/all_doctoral/260