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Trauma-Informed Teaching Practices and Therapeutic Art Approaches for At-Risk Students

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Title: Trauma-Informed Teaching Practices and Therapeutic Art Approaches for At-Risk Students
Language: English
Authors: Maria A. Chambers-Goldberg
Source: Online Submission. 2025M.A. Thesis, Moore College of Art & Design.
Peer Reviewed: N
Page Count: 128
Publication Date: 2025
Document Type: Dissertations/Theses - Masters Theses
Tests/Questionnaires
Education Level: Elementary Education
Grade 4
Intermediate Grades
Grade 5
Middle Schools
Descriptors: At Risk Students, Art Therapy, Trauma Informed Approach, Art Activities, Art Education, Trauma, Drug Abuse, Narcotics, Creativity, Psychological Patterns, Charter Schools, Grade 4, Grade 5, Student Attitudes, Elementary School Students
Geographic Terms: Pennsylvania
Abstract: Trauma-informed teaching practices and therapeutic art approaches can promote creativity, feelings of safety, and resiliency. This research examines the effectiveness of trauma-informed teaching practices and therapeutic art approaches in supporting at-risk elementary art students in Kensington, Philadelphia. It will emphasize how art-making can serve as a safe and positive outlet for students affected by the opioid epidemic and personal traumas. Building on Heinemeyer's (2018) suggestion that the arts offer opportunities for creative self-expression and engagement with supportive adults, the study examines how such practices can help students explore their emotions, personal stories, and interests in a structured, therapeutic classroom environment. This study is tailored to its specific population and site; however, the findings can help any art educator locate strategies that connect to at-risk students in similar circumstances. Data collection contained lesson plans, classroom observations, interviews, and student artwork. This data was analyzed by open thematic coding, finding natural trends and patterns in the data collected. The findings show that participants responded positively to consistent routines, emotional safety, and opportunities for personal expression. When given tools to process their experiences through art, students created work that reflected their identities, emotions, and lived realities. These outcomes highlight the power of trauma-informed art education to foster resilience, deepen student engagement, and support healing in communities impacted by adversity.
Abstractor: As Provided
Entry Date: 2025
Accession Number: ED673918
Database: ERIC
FullText Text:
  Availability: 0
CustomLinks:
  – Url: https://eric.ed.gov/contentdelivery/servlet/ERICServlet?accno=ED673918
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PubType: Dissertation/ Thesis
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  Data: Trauma-Informed Teaching Practices and Therapeutic Art Approaches for At-Risk Students
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  Data: <searchLink fieldCode="AR" term="%22Maria+A%2E+Chambers-Goldberg%22">Maria A. Chambers-Goldberg</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22Online+Submission%22"><i>Online Submission</i></searchLink>. 2025M.A. Thesis, Moore College of Art & Design.
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  Data: 128
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  Data: 2025
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  Data: Dissertations/Theses - Masters Theses<br />Tests/Questionnaires
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  Data: <searchLink fieldCode="EL" term="%22Elementary+Education%22">Elementary Education</searchLink><br /><searchLink fieldCode="EL" term="%22Grade+4%22">Grade 4</searchLink><br /><searchLink fieldCode="EL" term="%22Intermediate+Grades%22">Intermediate Grades</searchLink><br /><searchLink fieldCode="EL" term="%22Grade+5%22">Grade 5</searchLink><br /><searchLink fieldCode="EL" term="%22Middle+Schools%22">Middle Schools</searchLink>
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  Label: Descriptors
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  Data: <searchLink fieldCode="DE" term="%22At+Risk+Students%22">At Risk Students</searchLink><br /><searchLink fieldCode="DE" term="%22Art+Therapy%22">Art Therapy</searchLink><br /><searchLink fieldCode="DE" term="%22Trauma+Informed+Approach%22">Trauma Informed Approach</searchLink><br /><searchLink fieldCode="DE" term="%22Art+Activities%22">Art Activities</searchLink><br /><searchLink fieldCode="DE" term="%22Art+Education%22">Art Education</searchLink><br /><searchLink fieldCode="DE" term="%22Trauma%22">Trauma</searchLink><br /><searchLink fieldCode="DE" term="%22Drug+Abuse%22">Drug Abuse</searchLink><br /><searchLink fieldCode="DE" term="%22Narcotics%22">Narcotics</searchLink><br /><searchLink fieldCode="DE" term="%22Creativity%22">Creativity</searchLink><br /><searchLink fieldCode="DE" term="%22Psychological+Patterns%22">Psychological Patterns</searchLink><br /><searchLink fieldCode="DE" term="%22Charter+Schools%22">Charter Schools</searchLink><br /><searchLink fieldCode="DE" term="%22Grade+4%22">Grade 4</searchLink><br /><searchLink fieldCode="DE" term="%22Grade+5%22">Grade 5</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Attitudes%22">Student Attitudes</searchLink><br /><searchLink fieldCode="DE" term="%22Elementary+School+Students%22">Elementary School Students</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Pennsylvania%22">Pennsylvania</searchLink>
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  Data: Trauma-informed teaching practices and therapeutic art approaches can promote creativity, feelings of safety, and resiliency. This research examines the effectiveness of trauma-informed teaching practices and therapeutic art approaches in supporting at-risk elementary art students in Kensington, Philadelphia. It will emphasize how art-making can serve as a safe and positive outlet for students affected by the opioid epidemic and personal traumas. Building on Heinemeyer's (2018) suggestion that the arts offer opportunities for creative self-expression and engagement with supportive adults, the study examines how such practices can help students explore their emotions, personal stories, and interests in a structured, therapeutic classroom environment. This study is tailored to its specific population and site; however, the findings can help any art educator locate strategies that connect to at-risk students in similar circumstances. Data collection contained lesson plans, classroom observations, interviews, and student artwork. This data was analyzed by open thematic coding, finding natural trends and patterns in the data collected. The findings show that participants responded positively to consistent routines, emotional safety, and opportunities for personal expression. When given tools to process their experiences through art, students created work that reflected their identities, emotions, and lived realities. These outcomes highlight the power of trauma-informed art education to foster resilience, deepen student engagement, and support healing in communities impacted by adversity.
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  Data: 2025
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  Data: ED673918
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=ED673918
RecordInfo BibRecord:
  BibEntity:
    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 128
    Subjects:
      – SubjectFull: At Risk Students
        Type: general
      – SubjectFull: Art Therapy
        Type: general
      – SubjectFull: Trauma Informed Approach
        Type: general
      – SubjectFull: Art Activities
        Type: general
      – SubjectFull: Art Education
        Type: general
      – SubjectFull: Trauma
        Type: general
      – SubjectFull: Drug Abuse
        Type: general
      – SubjectFull: Narcotics
        Type: general
      – SubjectFull: Creativity
        Type: general
      – SubjectFull: Psychological Patterns
        Type: general
      – SubjectFull: Charter Schools
        Type: general
      – SubjectFull: Grade 4
        Type: general
      – SubjectFull: Grade 5
        Type: general
      – SubjectFull: Student Attitudes
        Type: general
      – SubjectFull: Elementary School Students
        Type: general
      – SubjectFull: Pennsylvania
        Type: general
    Titles:
      – TitleFull: Trauma-Informed Teaching Practices and Therapeutic Art Approaches for At-Risk Students
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          Name:
            NameFull: Maria A. Chambers-Goldberg
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          Dates:
            – D: 01
              M: 08
              Type: published
              Y: 2025
          Titles:
            – TitleFull: Online Submission
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ResultId 1