Transforming Educators' Trauma-Informed Knowledge and Skillset: Exploring the Impact of a Trauma-Informed Intervention on Educators' Attitudes, Knowledge, and Understanding of Trauma
A dissertation in the Isabelle Farrington College of Education and Human Development presented in partial fulfillment of the requirements for the degree of Doctor of Education.
The date of graduation for Ashley Favello is August 2023.
Abstract
The dissertation followed an improvement science framework to address a specific problem of practice using a mixed methods convergent design. The dissertation in practice investigated the effects of training on teachers’ proficiency in trauma-informed practice and teachers’ perspectives on training and support for students who have experienced trauma. The intervention was conducted across seven elementary schools and consisted of four professional development sessions and observation opportunities with an individual coach. This action research and mixed methods explanatory sequential design included quantitative data assessing teacher knowledge and self-efficacy pre- and post-intervention. It also included teachers’ application of strategies in the classroom using rubrics over the intervention time period. The researcher gathered qualitative data from participants during a semi-structured interview following the completion of the intervention. Data showed statistically significant growth in teacher self-efficacy scores and peer coaching and feedback for using trauma-informed practices in the classroom. Results also indicated largely favorable teacher feedback to the study’s intervention. Key findings of this study indicated a successful intervention model with a consultant providing professional development and peer observation and feedback. The approach allowed teachers’ knowledge and skillset in trauma to increase and their self-efficacy to grow. Teachers also reported that trauma-informed practices positively impacted their classroom environment and student learning. Teachers requested ongoing professional development opportunities to implement trauma-informed strategies. This study can serve as a model for other schools seeking to improve teacher knowledge and skillsets in trauma-informed practices.
