Capstone Project Title
Research supports the notion that trauma can have a list of negative social, psychological, neurophysiological, emotional and physical ramifications on at-risk adolescents. Research has also shown that trauma-occurrence is affected based on racial demographics and geographical location. Therefore, this capstone project intends to answer the question: How can ELA teachers use their classes as an outlet for addressing and defining ethno-racial minority and U.S. born student’s trauma? There has been an increase in mental health professionals in schools to address increasing student trauma but this project argues the English Language Arts classroom can provide students an outlet for building skills that may assist students in coping with past trauma. The project synthesizes the research and trauma-informed strategies into a professional development presentation with the goal of increasing teacher knowledge around identifying demographics of at-risk youth, origins of trauma, the effects of that trauma, and how to best accommodate that trauma in an ELA classroom setting. The project also fosters interdisciplinary conversations surrounding trauma-informed strategies with the intention of creating a trauma-informed culture within schools. The goal of this project is to determine how offering creative spaces for at-risk students representing a variety of demographics can enable those students to critically reflect and address past traumatic experiences.
Adult Education, At-risk Students, Community Building, Staff Development
Pieske, Dalton J., "Using English Language Arts as an Outlet for Addressing and Defining Student’s Past Trauma" (2019). School of Education Student Capstone Projects. 413.
School of Education Student Capstone Projects