Date
8-20-2026
Department
School of Behavioral Sciences
Degree
Doctor of Education in Community Care and Counseling (EdD)
Chair
Lisa M. Avirett,
Keywords
trauma, educators, rural, training, burnout
Disciplines
Social and Behavioral Sciences
Recommended Citation
Barney, Melissa M., "Barriers and Benefits of Trauma-Informed Practices: A Phenomenological Study of K -12 Central Mississippi Educators in Predominantly Minority Rural School Districts" (2026). Doctoral Dissertations and Projects. 8772.
https://digitalcommons.liberty.edu/doctoral/8772
Abstract
Adverse childhood experiences and trauma vulnerability among K-12 students in rural areas, low income, and ethnically diverse communities highlight need for school-based early interventions through trauma-informed practices. However, many educators lack adequate trauma training to manage student trauma. The purpose of this qualitative phenomenological study is to examine the barriers and benefits of trauma informed practices in five rural Mississippi school districts serving predominately historically marginalized African American and Latinx low-income students. Guided by Urie Bronfenbrenner’s Ecological Systems Theory, this study explores how cultural norms, community dynamics and school policies contribute to trauma exposure, educator responses, and policy implementation, as well as how cultural identities influences trauma responses. Using semi-structured interviews, cognitive representations, and post-interview questionnaires, this study investigates the lived experiences and perceptions of educators on training availability for recognizing and managing student trauma in culturally appropriate methods. It also examines the current policies for addressing trauma with limited resources and self-care approaches to counteract burnout and secondary traumatic stress among educators. This research looks to bridge a critical gap by investigating the perceived benefits of adolescent-specific trauma-focused training and the consequences of regular exposure to student trauma on the psychological health of educators, notably career fatigue or burnout. The findings intend to inform policymakers and school administrators on methods for implementing culturally sensitive trauma-informed practices in rural districts, while supporting both student well-being and educators’ resilience.
