Teacher Perceptions of Their Preparedness to Respond to Students Who Experienced Trauma

Date of Award

8-1-2024

Degree Name

Ed.S. in School Psychology

Department

Department of Counselor Education and Human Services

Advisor/Chair

Elana Bernstein

Abstract

This study explored teacher perceptions of their preparedness to address trauma in students, a critical concern given the impact of trauma on student well-being and academic success. Utilizing a qualitative research design, in-depth interviews were conducted with seven teachers from a Midwestern school district to understand their experiences and perspectives. The findings reveal a significant gap in pre-service training regarding trauma-informed practices, potentially highlighting a reliance on in-service professional development and personal experience for coping strategies. Six key themes emerged: the inadequacy of pre-service training, the value of in-service professional development, the importance of collaborative support, the role of personal experience and adaptation, the emotional impact on teachers, and the need for an individualized and empathetic approach. These insights highlight the critical need for comprehensive training in trauma-informed practices within teacher education programs. The study advocates for enhanced support systems for educators, emphasizing ongoing professional development, collaboration, and attention to the emotional well-being of both students and teachers. By addressing these areas, schools can better support students who have experienced trauma, fostering a more conducive learning environment for all students.

Keywords

Teachers; Trauma; Student Trauma; Qualitative; Preparedness

Rights Statement

Copyright © 2024, author.

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