TEACHERS’ PERCEPTIONS OF UTILIZING TRAUMA-INFORMED PRACTICES IN THE SCHOOL SETTING AND THEIR IMPACT ON STUDENT BEHAVIORS

Abstract

ABSTRACT Mansfield, Melissa Renee, Teachers’ Perceptions of Utilizing Trauma-Informed Practices in the School Setting and Their Impact on Student Behaviors. Doctor of Education (Executive Leadership in Mental Health and Human Services), March 2024, Houston Christian University, Houston, Texas.

The purpose of this study was to explore teachers’ perceptions of utilizing trauma-informed practices in the school setting and their impact on student behaviors. The study also examined teachers’ perceptions on the role of trauma on student performance and the role of professional development in the utilization of trauma-informed practices in the school setting. The significance of the study was rooted in the increase of trauma in youth and the negative impact trauma can have on student behaviors and performance. A phenomenological approach to research was utilized to capture the experiences of teachers as they navigated trauma-informed practices to address the behaviors of students impacted by trauma. Participants were recruited through purposeful selection from current educators at an elementary school located in a suburban area in Texas and recruited via e-mail providing information on the study. Participants in the study participated in three modules of training through Mental Health of America’s training on trauma-informed practices, followed by eight weeks of implementation of trauma-informed practices in the classroom setting. Three theoretical frameworks were the foundation of the study and included SAMHSA’s framework, titled Concept of Trauma and Guidance for a Trauma-Informed Approach, Maslow’s Hierarchy of Needs, and Social Learning Theory developed by Albert Bandura. Research data was collected through interviews and observations and analyzed utilizing the hermeneutic cycle of reading, reflective writing, and interpretation in order to identify emergent themes. The study produced a total of ten main themes: (1) overall effects of trauma, (2) inability to regulate emotions, (3) coping skills, (4) effects on relationships, (5) knowledge base, (6) positive classroom culture, (7) building relationships, (8) teacher awareness, (9) building a teacher toolbox, and (10) developing universal practices. Emergent themes were then discussed in detail to provide insight into teachers’ perceptions on trauma-informed practices.