Term

Fall 12-31-2019

Capstone

Dissertation

Degree Name

EdD

Primary Advisor/Dissertation Chair

Trish Harvey

Secondary Advisor/Reader One

Megan Septer

Peer-Reviewer/Reader Two

Kristin Krych

Abstract

Today, trauma is known to affect two-thirds of children, making it a high probability that students affected by trauma are sitting in every classroom around the United States (McInerney & McKlindon, 2014). Cole et al. (2005) described schools as being, “...significant communities for children and teachers” (p. 1). This poses a challenge for schools across the United States to know how to engage students who are affected by trauma in their learning. Trauma leads to adverse effects on how a student will learn, behave, and respond socially and emotionally in the classroom (Cole et al., 2005). Therefore, educators need to have understanding and skills about trauma and trauma-sensitive learning environments that address the needs of children who have or are experiencing trauma. This case study was developed to explore one rural district’s transition to a trauma-informed environment. The guiding questions leading the case study were, what are currently held perceptions, understandings, and skills school staff have while incorporating a trauma-informed school culture? What transitions take place in a traditional rural secondary school setting that embodies trauma-informed school culture centered around the research-based instructional practices? The data was collected and analyzed applying grounded theory seeking patterns on perceptions, understandings, and skills. Key Words: Trauma-Sensitive, Trauma-Informed, Trauma-Informed Whole School Approach, Trauma, Case Study, Toxic Stress, Childhood Trauma, ACE

dc_type

text

dc_publisher

DigitalCommons@Hamline

dc_format

application/pdf

dc_source

School of Education Student Capstone Theses and Dissertations

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