Term
Spring 2025
Capstone
Capstone Project
Degree Name
MALED
Facilitator(s)
Betsy Parish
Content Expert
Michael Meloy
Abstract
The research question addressed in the capstone is, “How can new teachers be equipped to navigate the behavioral, developmental, and academic challenges of children and teens impacted by trauma?” The foundational paper explores the escalating volume and intensity of the impact of trauma on children and teens, specifically the impact of trauma on the brain and learning. The lack of teacher training in Trauma-Informed Practice nationally is also evaluated within the body of literature. The review of the literature informed the development of a year-long teacher mentorship professional development program aimed at Early Career Teachers (ECT) and their veteran peers. The hope of the mentorship program is to equip ECTs and veteran teachers with a more robust understanding of trauma as manifested in students at the secondary level along with practical tools and methods to support students who have experienced trauma. Included within the project are the literature review of current research, a professional development mentorship guidebook and presentation (including embedded supplemental materials), and additional resources that can be used for further study and potential strategies for implementation.
Project Type
Professional Development
Keywords
At-risk Students, Reflective Practice, Staff Development, Trauma-Informed Practice
Recommended Citation
Andrewjeski, Lisa, "Equipping Secondary Teachers in Trauma-Informed Practice" (2025). School of Education and Leadership Student Capstone Projects. 1100.
https://digitalcommons.hamline.edu/hse_cp/1100
Type
text
Publisher
Hamline University
Format
application/pdf
Source
School of Education Student Capstone Theses and Dissertations at Hamline University