A Case Study Exploring Student-Teacher Relationships Two Years Later in the Aftermath of a School Shooting in a Rural South-Central United States School
School of Education
Doctor of Education in Curriculum & Instruction (EdD)
school shooting, school violence, relationships, attachment
Guidry, Lee Joseph Jr., "A Case Study Exploring Student-Teacher Relationships Two Years Later in the Aftermath of a School Shooting in a Rural South-Central United States School" (2021). Doctoral Dissertations and Projects. 3148.
The purpose of this single instrumental case study was to explore student-teacher relationships 2 years later in the aftermath of a school shooting at a rural south-central United States school. Children should feel safe within the walls of their school campuses. The central research question follows: How do teachers describe their experiences regarding student-teacher relationships two years later in the aftermath of a school shooting at a rural south-central United States school? The theory guiding the research was Bowlby's attachment theory. The study's focus was student-teacher relationships, and Bowlby's theory on attachment was pertinent to understanding the effects a school shooting has on student-teacher relationships. Participants included the teachers who experienced this phenomenon at the study site and dealt with its aftermath in their classrooms. Data were collected through personal interviews, a focus group, and classroom observations. The data were analyzed based on Yin's (2018) theoretical propositions and time-series analysis. Three recurring themes developed during the data analysis. These themes were interrelated, connected, and protector. The themes were consistent with current literature regarding attachment and social interaction. The findings suggested that a school shooting event will have a slight negative impact on healthy student-teacher relationships.