Date of Award

Summer 2025

Document Type

Dissertation Restricted

Degree Name

Doctor of Education (EdD)

Department

Education Policy, Planning, and Administration

Committee Chairperson

Heather Schugar, Ph.D.

Abstract

Abstract

Objective: Using constructivist and social constructivist guiding theoretical frameworks through trauma-informed care (TIC) and adverse childhood experience (ACE) critical lenses, this study focused on how principals and assistant principals make their disciplinary decisions and determine if their decisions are based on their knowledge of how trauma and adverse events impact students. Methods: This quantitative study using correlational methodology addressed the attitudinal measures and perspectives of Pennsylvania K-12 certified public school principals and assistant principals. Descriptive statistics from a Likert scale survey were used to understand how principals make their decisions and determine if their decisions are based on their knowledge of how trauma impacts students. Conclusions/Contributions: This study found that principals may be perpetuating unhealthy cycles of discipline because of their propensity to administer exclusionary discipline consequences. Furthermore, this study may help school administrators become more aware of trauma-informed practices, which may increase the likelihood that students are exposed to caring and supportive educational environments. The results will be used to contribute to the literature on trauma and disciplinary practices and therefore may increase/improve the amount of/quality of professional development for administrators which could then facilitate the use of trauma-informed best practices to meet the particular needs of adversely affected students.

Keywords: trauma, adverse childhood experiences, trauma-informed, exclusionary discipline

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Available for download on Thursday, August 13, 2026

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