Date of Award

Spring 2024

Document Type


Degree Name

Doctor of Education (EdD)


Education Policy, Planning, and Administration

Committee Chairperson

Merry Staulters, PhD

Committee Member

Colleen Commisso, PhD

Committee Member

Tiffany Orrin, EdD


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

Available for download on Friday, May 02, 2025

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