Term
Fall 2019
Capstone
Restricted Capstone Project
Degree Name
MAT
Facilitator(s)
Patty Born-Selly
Content Expert
Megan Gauer-Kloos
Abstract
This project was intended to better educate Kindergarten teachers on childhood trauma and how to support students with best practices. Research indicates that the impact of trauma can be significant. In one study over 60% of participants had experienced at least one traumatic event in their early years (Anda, n.d, Harris 2015). The research question explored was,“How can Kindergarten teachers use trauma-informed teaching practices to better understand and support kindergarten students' needs in the classroom?” The first goal of this project was to better educate and inform teachers about Adverse Childhood Experiences (ACEs). Teachers learned how to define trauma and events that qualify as ACEs. Case examples were shared for two different students, along with an anecdotal encounter for how trauma has impacted them on a typical school day. Next, the training focused on strategies that teachers could implement to better support students. A jigsaw format was used for teachers to report back to each other in order to offer self directed learning and collaboration. The author outlined specific behavior and the literature reviewed specific models that could be applied within a school.
Project Type
Professional development
Keywords
Trauma, Classroom
Recommended Citation
Kloos, Thomas M., "Identifying and Responding to Students Impacted by Trauma" (2019). School of Education and Leadership Student Capstone Projects. 427.
https://digitalcommons.hamline.edu/hse_cp/427
dc_type
text
dc_publisher
DigitalCommons@Hamline
dc_format
application/pdf
dc_source
School of Education Student Capstone Projects