Date
4-25-2023
Department
School of Behavioral Sciences
Degree
Doctor of Education in Community Care and Counseling (EdD)
Chair
Don Small
Keywords
ACEs, African American, Trauma-Informed Practices
Disciplines
Education
Recommended Citation
Motley, Tamelyn Danay, "Are ACEs Barriers to African American Male High School Students Achieving Academic Success: Can Implementing Trauma-Informed Practices Help?" (2023). Doctoral Dissertations and Projects. 4344.
https://digitalcommons.liberty.edu/doctoral/4344
Abstract
Research has shown an increase in African American students experiencing trauma due to adverse childhood experiences (ACEs). African American students are at a greater risk of disengagement, school failure, dropping out of school, and increased mental health disorders due to ACEs. Unfortunately, minority racial/ethnic groups are at a greater risk of exposure to trauma, particularly African American students. Implementing trauma-informed practices (TIP) into school systems can provide trauma training to teachers to decrease school failures, and reduce disengagement, leading to African American students dropping out of school. The purpose of this research is to assess the impact that ACEs have on the learning and disengagement of African American male students and the effectiveness of TIP programs in schools to help provide interventions to increase engagement, preventing student dropout.
