Graduation Year
2025
Date of Defense
4-23-2025
Degree Name
Doctorate in Education (EdD) in Educational Leadership
Department
School of Education and Human Development
Document Type
Dissertation
First Advisor
Kimberly Barba
Abstract
The increasing prevalence of childhood trauma presents significant challenges to student learning, behavior, and overall well-being within school settings. Research shows that adverse childhood experiences (ACEs) disrupt cognitive functioning, emotional regulation, and social development, making academic engagement more difficult. Given these challenges, teachers play a crucial role in fostering safe, supportive, and responsive learning environments. However, many educators lack adequate training in trauma-informed practices, leaving them underprepared to recognize and address the complex needs of trauma-affected students.
This study investigates the impact of professional development on the implementation of trauma-informed teaching strategies. Using a mixed-methods research design, the study integrates quantitative survey data and qualitative open-ended responses to examine how targeted professional learning opportunities enhance teachers’ understanding of trauma. Key areas of focus include educators’ ability to identify signs of trauma, implement de-escalation techniques, and create classroom environments that foster psychological safety and student resilience.
Findings suggest that continued, sustained, high-quality professional development could significantly increase teachers' confidence in recognizing trauma’s effects on student behavior and learning. The study suggests the need and benefits of systemic and ongoing professional learning to ensure the consistent application of trauma-informed principles in schools.
This research contributes to the growing body of literature on trauma-informed education by highlighting the transformative potential of equipping teachers with the knowledge and tools to support trauma-impacted students effectively. Implications for educational leaders include policy recommendations for embedding trauma-informed frameworks into professional development initiatives, fostering cross-disciplinary collaboration, and advocating for wholeschool approaches that promote equity, inclusion, and student well-being.