SCoE: Trauma-Informed Educational Practices

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Carello, J., & Butler, L. D. (2014). Potentially perilous pedagogies: Teaching trauma is not the same as trauma-informed teaching. Journal of Trauma & Dissociation, 15(2), 153-168.

The purpose of this qualitative study is to assess how racialized realities are considered in trauma-informed school leadership practices of Black male principals from policy development through implementation. Author: Amber Audria Williams, Howard University.

The purpose of this quasi-experimental retrospective study was to determine the extent to which employees perceived that their knowledge, dispositions, and behaviors toward traumatized students improved as a result of participation in a traditional and transformational professional development. Author: Kelly L. Goodwin-Glick, Bowling Green State University.

The purpose of this study was to evaluate faculty’s perception of knowledge of trauma informed care and trauma informed educational practices after participation in a trauma informed professional development session at one community college. Author: Kristen Doughty, Wilmington University (Delaware).

The purpose of this qualitative interpretative phenomenological study was to explore practicing middle school teachers’ perceptions on integrating research-based trauma-informed practices following professional development in one California school district. Author: Cydne Hinton-Pollard, Northcentral University.

The issue addressed by the current study was the lack of early childhood professionals’ competence in the identification and behavior management of children with trauma. Author: Amy L. Pusakulich, Northcentral University.

The purpose of this qualitative exploratory case study was to examine SE teachers’ perception regarding their lack of training in trauma-informed care to adequately address the internalizing and externalizing behavior problems of children with DT in the classroom. Author: Melissa Sadin, Northcentral University.

This policy analysis project looked at evaluating state level policy for the creation and implementation of trauma informed schools. Authors: VaShawn Daniel Smith; Ginger G Jones; Kristina Ann Smith, Saint Louis University.

The purpose of this quantitative correlational survey research was to describe the current trauma-informed professional development (TIPD) practices in one county in Wisconsin and examine the correlation between perceived effectiveness of TIPD and teacher perspectives on implementing trauma-informed classroom procedures as measured by their perceived comfort, effectiveness, enough time, and enough resources. Author: Katherine E. Peterson, Edgewood College.

This study investigated Head Start teachers’ perceptions and understandings of trauma-affected behaviors, factors that contribute to the cause and perpetuation of trauma, and strategies of trauma-informed care in the Head Start preschool program. Author: Jennifer Montgomery, California State University, Long Beach.

The purpose of this qualitative, descriptive case study was to address the research questions: 1) how teachers described their experiences in implementing trauma-informed instruction, and 2) how teachers described implementation of behavior management strategies to meet the needs of preschool children exposed to trauma. Author: Emily Stegall, Northcentral University.