Date
4-7-2026
Department
School of Education
Degree
Doctor of Philosophy in Education (PhD)
Chair
Richard Bragg
Keywords
trauma, trauma-informed practices, adverse childhood experiences, resilience, teacher training, Christian schools
Disciplines
Education | Elementary Education
Recommended Citation
Miller, Christina Michelle, "A Culture of Care: A Transcendental Phenomenological Study of Trauma-Informed Practices among Teachers in Christian Elementary Schools" (2026). Doctoral Dissertations and Projects. 8117.
https://digitalcommons.liberty.edu/doctoral/8117
Abstract
The purpose of this transcendental phenomenological study was to describe the perceptions and utilization of trauma-informed practices of Christian elementary school teachers in classrooms in the southeastern United States. The theory guiding this study was Bronfenbrenner's bioecological model of human development, as it highlights how teachers are instrumental in promoting developmentally healthy practices for trauma-affected children through building relationships and interacting with others at varying levels of their ecosystem. The study was designed to answer the following central research question: How do elementary Christian school teachers utilize trauma-informed practices in the classroom? The study used a qualitative transcendental phenomenological design to describe the lived experiences of elementary Christian school teachers utilizing trauma-informed practices. The study employed purposeful criterion and snowball sampling to secure 10 elementary Christian school teachers who serve in Association of Christian Schools International (ACSI) schools in the southeastern United States. Data were collected from participants using individual interviews, two focus groups, and reflective journal prompts to ensure triangulation of the data. Qualitative data analysis procedures were used to uncover five main themes: awareness of trauma, education and support, use of trauma-informed practices, barriers to using trauma-informed practices, and building student resilience. Findings indicated that participants were able to identify trauma, offer basic support for their students’ needs in the classroom, and understand how to build resilience in students. The data also revealed the need for further training and support in trauma-informed practices for teachers to feel adequately prepared to meet the growing needs of the students entrusted to their care.
