Date

12-7-2023

Department

School of Education

Degree

Doctor of Philosophy in Education (PhD)

Chair

Breck Laster Perry

Keywords

trauma-informed education, trauma, adverse childhood experiences, northeast

Disciplines

Education

Abstract

The purpose of this multiple case study was to describe how employees in a large school district in the northeastern United States implement trauma-informed education practices. The insights illustrated how trauma-informed practices are utilized in the district. The theory guiding this study was Maslow’s hierarchy of needs, which explains the process of reaching self-actualization. The methodology used in this research was the embedded multiple case study. Through the qualitative research displayed, twelve Northeastern school district employees discussed trauma-informed education practices. Individual interviews, focus groups, and journal prompts provided insight into trauma-informed education practices, which were analyzed by determining patterns and themes in the data. A comprehensive overview of the case can best be identified through three key themes: Collaborative relationships, cultivating connections, and establishing trust. The results of the study point to a dire need for mental health professionals to be integrated into individual schools, for clear and hands-on trauma-informed education workshops to be given periodically throughout each school year, and for school employees, and hopefully families, to engage in open communication to ensure youth get the support that is needed. These findings show the value of trauma-informed education practices within schools and open the door for suggestions to state and federal policy changes regarding the best ways to utilize trauma-informed education practices within various school districts.

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