Trauma-informed teaching practices: a case study of formal and informal teacher experiences
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Authors
Colon, Kara Mia
Issue Date
2025-05-27
Item Type
Thesis
Language
en_US
Keyword
Alternative Title
Abstract
This exploratory qualitative study was used to analyze the implementation of Trauma-Informed Teaching Practices (TITP) by educators in a High School in the northeast that have not yet formally adopted TITP programs into their school’s pedogeological expectations. In addition, this study sought to understand the extent to which TITP instruction was supported through the participants’ professional experiences, personality traits, and administrative support. TITP is a student-supportive framework that provides school staff with the skills and tools to support all students’ social and emotional needs. As a result, educators can aid students’ engagement in their academic studies. While a TITP framework supports all students, the framework is meant to sustain students who are experiencing or have experienced adverse childhood experiences (ACEs). Participants were interviewed, observed, and completed reflective journal prompts to assess their knowledge and implementation of TITP within their classrooms. The data collected were used to investigate the teachers’ perspectives regarding TITP in secondary schools. This study found that teachers’ best practices, personality traits, and past professional experiences supported the four pillars of TITP within their instruction, while acknowledging that specific training on TITP would benefit the participants. Furthermore, this study found that school administrators’ collaboration supported teachers’ instruction when students had experienced ACE and had undergone a challenging time in their lives, yet all teachers wanted increased communication from administrators to better support teaching and students experiencing trauma.
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Citation
Publisher
Western Connecticut State University