The purpose of this mixed method action research study was to examine the implementation of a trauma-informed approach at my elementary school, focused on staff and student perceptions of the approach, and on what appeared to work well and what emerged to not work well. Research questions included the following: How did students feel about school pre and post trauma-informed approach implementation?; What were the experiences of the trauma-informed team as they pilot a trauma-informed approach?; Does the trauma-informed team feel the approach was effective?; What are the strengths and weaknesses of the program for working with students who have experienced trauma?; and How can I use this information to assist students who have experienced trauma? The Jump Start for Success program supported 31 students with positive results in the area of improved tardiness and attendance of 67%. Student survey results were overall positive both pre and post implementation. In addition to student perceptions appearing positive, teacher perceptions highlighted four main findings. The first finding relates to the critical first step of becoming trauma-informed school and the paradigm shift of viewing students and parents through a trauma lens. Second, teacher participants indicated it was critical to take the time to build strong rapport and relationships with their students. Third, teacher participants felt creating a trauma-informed school, district, and community was a positive viable option for improving student success. Lastly, teacher participants realized the need to focus on their own wellness and emotional support.
|Commitee:||Reeves, Alison, Reinking, Anna|
|School:||Southern Illinois University at Edwardsville|
|School Location:||United States -- Illinois|
|Source:||DAI-A 80/11(E), Dissertation Abstracts International|
|Subjects:||Educational leadership, Educational administration, Elementary education|
|Keywords:||Resilience, Social emotional support, Trauma, Trauma-informed|
Copyright in each Dissertation and Thesis is retained by the author. All Rights Reserved
The supplemental file or files you are about to download were provided to ProQuest by the author as part of a
dissertation or thesis. The supplemental files are provided "AS IS" without warranty. ProQuest is not responsible for the
content, format or impact on the supplemental file(s) on our system. in some cases, the file type may be unknown or
may be a .exe file. We recommend caution as you open such files.
Copyright of the original materials contained in the supplemental file is retained by the author and your access to the
supplemental files is subject to the ProQuest Terms and Conditions of use.
Depending on the size of the file(s) you are downloading, the system may take some time to download them. Please be