Date

5-20-2026

Department

School of Behavioral Sciences

Degree

Doctor of Philosophy in Psychology (PhD)

Chair

Adrian Rus

Keywords

Trauma, Trauma-Informed Care, Teachers, children, adverse childhood experiences, mental health, schools

Disciplines

Psychology

Abstract

Childhood trauma exposure is a profound public health concern with significant impacts on overall development and long-term physical and mental health. However, a critical gap remains in understanding how these experiences manifest in school settings. The purpose of this qualitative phenomenological study was to gain an understanding of teacher perspectives on trauma and trauma-informed care approaches in school settings and level of competence and support by administration when encountering potential trauma-induced behaviors in the classroom. Data were collected utilizing semi-structured audio-recorded interviews and open-ended questionnaires from four educators who had some form of experience with trauma-informed care practices. Thematic analysis suggested that teachers had a foundational understanding of theoretically understanding trauma, but lacked the tools, resources and support necessary for effective implementation. The results indicated several themes from the interviews of the participants, including the common understanding that trauma-related behaviors include disengagement or aggression and understaffing and privacy regulations as barriers to effective implementation of TIC. The study concluded that there is an urgent need for consistent and ongoing TIC training with support to bridge the gap between theory and practice to foster student resilience and prevent retraumatization in the classroom setting.

Download

Included in

Psychology Commons

Share

COinS