Teacher Perceptions of Shifts Within the School Culture After Implementation of a Trauma-Informed Program

• Main Author: Green, Jennifer
• Format: Others
• Language: English
• Published: Digital Commons @ East Tennessee State University 2021
• Subjects: trauma; trauma-informed; teacher perceptions; school culture; Educational Leadership
• Online Access: https://dc.etsu.edu/etd/3937; https://dc.etsu.edu/cgi/viewcontent.cgi?article=5439&context=etd

The purpose of this study was to examine the educators’ perceptions of shifts within the culture of Jefferson Elementary School after the implementation of a trauma-informed approach. This study focuses on examining changes to the school culture after implementing trauma-informed practices. As educators continue to feel the pressure of increased academic expectations alongside the social and emotional demands that arise from childhood trauma, increased support through trauma-informed practices becomes necessary for the wellbeing of everyone. However, there are challenges in the implementation of these practices which can impact the culture of the school. The researcher used the qualitative method of case study to complete this research. The researcher conducted and recorded individual teacher interviews, focus group interviews, and analyzed documents to provide an in-depth understanding of the case being studied. This case study provides a detailed picture of how teachers in the school perceived the changes within the culture after the implementation of a trauma-informed approach. The researcher found that implementation of a trauma-informed approach positively impacted the school culture. Through analysis of the individual interview transcripts, focus group transcripts, and document analysis, the participants described their experiences. When collectively analyzed, these experiences provided a thorough understanding of the positive shifts to the school culture brought by the implementation of a trauma-informed approach.