Date

4-17-2024

Department

School of Music

Degree

Doctor of Music Education (DME)

Chair

Karen Kuehmann

Keywords

Trauma-informed teaching, trauma-informed music education, primary general music, COVID-19 pandemic

Disciplines

Education

Abstract

Despite growing evidence of the need for trauma-informed teaching practices in schools, most music educators have limited training or knowledge of trauma-informed teaching strategies. The need for trauma-informed teaching has grown due to many students and teachers having lived through the collective trauma experience of social isolation due to the COVID-19 pandemic. Inherently social in nature, music classes are an ideal setting to address the unique needs of students who have experienced trauma. Children living in low socio-economic settings are especially vulnerable due to the already increased likelihood of experiencing adverse events that may cause trauma such as child abuse, neglect, incarceration of parental figures, and the presence of domestic violence in the home. This qualitative study examined the benefits of trauma-informed instruction in Title I school primary music programs in Georgia, particularly those that would be useful in meeting the needs exacerbated by the COVID-19 pandemic of primary-level music students. Findings of this study may help music educators at varying levels and concentrations as well as educators in other specialty areas gain a deeper understanding of trauma and trauma-informed instruction and implement teaching techniques that will address the needs of their own students.

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