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- Title
Mixed Methods Illustration of Teachers' Trauma-Informed Attitudes and Practice.
- Authors
Russell, Beth S.; Wink, Mackenzie N.; Hutchison, Morica
- Abstract
Traumatic events during childhood are crucial to consider when addressing children's social and emotional development, as childhood trauma is associated with negative impacts, including academic achievement. Additionally, positive classroom environments and teachers' trauma-informed attitudes and behavior play a role in supporting recovery from children's trauma-related experiences. Aspire, Connect, Thrive (ACT) is a trauma-informed school-based intervention that examined students' Social Emotional Competence (SEC) and resilience for K-8th grade students in a disadvantaged, urban elementary school in Connecticut contending with the effects of students' exposure to trauma. The present study examines the experience of ACT teachers who received professional development and subsequently implemented learned content in the classroom (N = 17; 70.6% female, mean age = 44 years; 47.1% racial/ethnic minority; mean years teaching = 15.6) through qualitative evidence of trauma sensitivity (observed and self-reported) and clinician-ratings of teachers' positive classroom environment. Quantitative results indicate significant change over time in teachers' attitudes and trauma-informed classroom responses. Interview themes suggest (1) teachers learned from and implemented the intervention content in their classrooms dependent upon the support the teacher was given, (2) teachers' perspectives on the connections between the student-teacher relationship and trauma-informed attitudes or practices influenced teacher behavior, and (3) teachers' own emotions and experiences implementing trauma-informed practices were key to classroom management.
- Subjects
CONNECTICUT; SCHOOL environment; SELF-evaluation; PROFESSIONAL practice; ELEMENTARY schools; RESEARCH funding; INTERVIEWING; DESCRIPTIVE statistics; EMOTIONAL trauma; RACE; THEMATIC analysis; COLLEGE teacher attitudes; PROFESSIONAL employee training; RESEARCH methodology; ACADEMIC achievement; METROPOLITAN areas; COMPARATIVE studies; TEACHER-student relationships; SENSITIVITY &; specificity (Statistics); SCHOOL health services; CHILDREN
- Publication
Journal of Child & Adolescent Trauma, 2024, Vol 17, Issue 2, p349
- ISSN
1936-1521
- Publication type
Article
- DOI
10.1007/s40653-023-00583-5