Advisor(s)
Mary Ann Bodine Al-Sharif
Committee Member(s)
Dayna Watson
Jenna Lachenaye
Larrell Wilkinson
Yusen Zhai
School
School of Education
Document Type
Dissertation
Department (new version)
Education
Date of Award
1-7-2025
Abstract
Childhood trauma is prevalent in epidemic proportions, with data showing 40%-90% of individuals experiencing one or more childhood traumatic events that permanently changes neurobiology and stress response. These stress responses can manifest in behaviors that lead to problems in schools, including behavior issues, special education referrals, suspensions or expulsions, and decreased academic achievement. In adulthood, these traumatic stressors increase the odds of engaging in risky behaviors and developing chronic health conditions. Schools can be places of healing, promoting resilience and utilizing trauma-informed practices to help children and educators. Emerging studies show promise in the benefits of school-based trauma-informed practices, but many states, including Alabama, do not require training for teachers and thus there is a great need to understand what teachers already know what they need, and how we can build buy-in. In this mixed methods study, educators (teachers, administrators, and school counselors; N = 88) shared experiences with trauma-informed practices and interventions for student trauma-responses via survey. A representative sample (n = 13) of educators were interviewed about their experiences with trauma-informed training, effective practices, and self-care strategies. Findings indicate that the amount of trauma-informed training Alabama teachers have received is varied but there is a desire to know more, even among those who are relatively trauma-informed. Quantitative analysis found very few significant differences among educator groups, including no significant differences between educators from Title I and non-Title I schools except for experiences with students experiencing hardships from low socio-economic status or living in foster care, supporting other research indicating the wide-spread prevalence of childhood trauma. And integrated analysis of the quantitative and qualitative findings led to the emergence of 6 integrated claims: (i) Strong Foundation to Build Trauma-Informed Practices Around in Alabama, (ii) Childhood Trauma is Prevalent Across Alabama, (iii) Interest in Trauma-Informed Practices Training, (iv) Counselors Cannot Manage an Entire School's Mental Health Alone, (v) Need for More Educator Mental Health Support, (vi) Humanizing Pedagogy Could Align With Trauma-Informed Practices. Implications for practice and future research are discussed, with an emphasis on how to leverage existing educator practices and beliefs when designing trauma-informed practice professional development.
ProQuest ID
Recommended Citation
Busch, Katherine, "A Mixed Methods Approach To Understanding What Knowledge Alabama K-12 In-Service Educators Hold In Regard To School-Based Trauma-Informed Practices" (2025). All ETDs from UAB. 7267.
https://digitalcommons.library.uab.edu/etd-collection/7267
