Date of Award
2026
Degree Type
Doctoral Dissertation
Degree Name
Doctor of Education (EdD)
Department
Education
Committee Chair
Dr. Deirdra A. Preis, Ed.D.
2nd Reader
Dr. Sally W. Drew
3rd Reader
Dr. Danielle Edmunds
Abstract
This Improvement Science Dissertation in Practice explored the impact of a seven-week professional learning series on trauma-informed practices for paraprofessionals and certified educators supporting Students with Disabilities (SWDs) at Smithville Middle School. Grounded in Adult Learning Theory, Transformative Learning Theory, and Trauma Theory, the study employed a mixed methods design to examine changes in participants’ self-efficacy, trauma literacy, and professional collaboration. Quantitative data were collected through pre- and post-surveys using the Teachers’ Sense of Efficacy Scale (TSES) and the Trauma Literacy Survey (TLS), while qualitative data were gathered through reflective journals and focus group discussions. Quantitative results revealed statistically significant gains in trauma literacy and positive trends in self-efficacy across domains of student engagement and classroom management. Qualitative findings demonstrated that both paraprofessionals and certified educators developed greater empathy, confidence, and skill in applying restorative and trauma-informed strategies. Certified educators observed improved communication, collaboration, and role clarity among paraprofessionals, contributing to stronger team cohesion and more consistent student support. The study demonstrates that structured, ongoing, and relational professional learning can foster meaningful change in both paraprofessional and educator practice. Investing in the professional growth of all adults who support students enhances not only individual confidence and competence but also the collective capacity of schools to respond compassionately, equitably, and effectively to trauma.
Recommended Citation
Paddock, B.J. (2026). Enhancing paraprofessional self-efficacy and skill: The impact of trauma-informed professional learning on support for middle school students with disabilities [Doctoral dissertation, Sacred Heart University]. https://digitalcommons.sacredheart.edu/edd/76/
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Comments
Isabelle Farrington College of Education and Human Development Presented to the Faculty of Sacred Heart University In Partial Fulfillment of the Requirements for the Degree of Doctor of Education