Date
12-16-2025
Department
School of Education
Degree
Doctor of Philosophy in Education (PhD)
Chair
Ellen Ziegler
Keywords
Childhood trauma, learning process, trauma-informed teaching, public school, emotional dysregulation, academic performance, teacher perspectives
Disciplines
Education | Educational Psychology
Recommended Citation
Car'Mon, Abdu'l, "Influence of Childhood Trauma on the Learning Process of Students: A Case Study of Public Schools on the East Coast of the United States" (2025). Doctoral Dissertations and Projects. 7774.
https://digitalcommons.liberty.edu/doctoral/7774
Abstract
The purpose of this qualitative case study was to investigate the perspectives and experiences of teachers in understanding and addressing the impact of childhood trauma on students’ learning processes. The theory guiding this study is the trauma conceptual framework, as it supports examining how conceptual models such as developmental trauma and cognitive learning theories inform educators’ understanding of trauma’s effect on students’ academic performance and classroom behavior. The central research question guiding this study was: What are teachers’ perspectives about the influence of childhood trauma on instruction within a classroom? A qualitative case study methodology was employed, utilizing a sample of 21 public school teachers—12 individual interviewees, 10 focus group participants, and 10 observations—selected through simple random sampling. Data were collected through interviews, focus groups, and classroom observations conducted in various public schools. Thematic analysis was applied to identify recurring patterns in the data. The results revealed five core themes that encapsulated the teachers’ perspectives: Emotional Dysregulation and Hypervigilance; Academic Inconsistency and Cognitive Strain; Withdrawal or Disruption During Peer Interaction; Structure, Predictability, and Emotional Safety; and Trust and Individualized Support. These findings demonstrate how childhood trauma shapes students’ academic behaviors and emotional regulation, and how teachers adapt their instruction to meet trauma-affected students’ needs. The study highlights the urgent need for trauma-informed practices and professional development to better support students who have experienced trauma.
