Trauma impacts brain development, language, social and emotional regulation, and school performance (Stateman-Weil, 2015). Educators can positively influence student achievement when the impacts of trauma are understood (Terrasi & de Galarce, 2017). This study involved the analysis of secondary data and teacher perceptions to determine the impact of trauma-informed programming on student achievement in the areas of discipline, absenteeism, and special education referrals. Data were collected through a mixed-methods study. The quantitative portion of the study involved an analysis of secondary data in the areas of in-school suspension incidents, out-of-school suspension incidents, average daily attendance percentages, and the number of special education referrals. The qualitative portion of the study involved an analysis of the perceptions of trauma-informed team members. When comparing the three years before implementation of trauma-informed programming and the two years after implementation, the secondary data revealed there was not a significant difference in the areas of in-school suspension incidents, out-of-school suspension incidents, average daily attendance percentages, and the number of special education referrals. The qualitative data revealed seven themes to support trauma-informed programming: trauma training, relationship-building, staff self-care, school-wide behavior systems, self-regulation, mind-shift, and providing safe learning environments for all students. Trauma-informed programming is feasible and sustainable when all stakeholders allow a paradigm shift supporting trauma-informed practices, policies, and school climate (MODESE, 2019).
|Commitee:||Brenner, Michelle, DeVore, Sherry|
|School Location:||United States -- Missouri|
|Source:||DAI-A 81/10(E), Dissertation Abstracts International|
|Subjects:||Educational evaluation, Education philosophy|
|Keywords:||School performance, Student achievement, Trauma training|
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