High school teacher understanding of student trauma and its impact in the classroom: A mixed-methods study

Groth, Erin

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https://hdl.handle.net/2142/110437 Copy

Description

Title

High school teacher understanding of student trauma and its impact in the classroom: A mixed-methods study

Author(s)

Groth, Erin

Issue Date

2021-04-06

Director of Research (if dissertation) or Advisor (if thesis)

Hood, Denice

Doctoral Committee Chair(s)

Hood, Denice

Committee Member(s)

• Pak, Yoon
• Hale, Jon
• Mason, Curtis

Department of Study

Educ Policy, Orgzn & Leadrshp

Discipline

Educ Policy, Orgzn & Leadrshp

Degree Granting Institution

University of Illinois at Urbana-Champaign

Degree Name

Ed.D.

Degree Level

Dissertation

Keyword(s)

trauma, professional development, trauma-informed, transgenerational trauma

Abstract

In this body of work, the researcher examines trauma within the educational setting. By conducting a survey and in-depth interviews, the researcher looks to gain an understanding of teacher knowledge around trauma and its impacts in the classroom. More specifically, the study aims to understand teacher awareness around the trauma of racism and whether the school itself can induce trauma in learners. An in-depth discussion of trauma, its causes, effects, and implications on the brain and overall health are included in this work to provide the reader with the context necessary to understand why a working knowledge of this subject is vital for educators. Race and poverty are also examined as they are closely linked with trauma due to the potential of increased stress associated with the effects of poverty and systems of oppression existing in the United States. The purpose of this study is to provide district-level decision-makers with the necessary information to determine what types of future programming are needed to equip educators with the tools to provide a culturally competent, trauma-informed classroom. A proper understanding of what teachers believe about trauma and its implications is imperative for administrators to provide targeted, timely, and comprehensive forms of professional development.

Graduation Semester

2021-05

Type of Resource

Thesis

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http://hdl.handle.net/2142/110437

Copyright and License Information

Copyright 2021 Erin Groth

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