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Changing Teacher Perceptions and Actions through Trauma-Responsive Professional Development

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Title: Changing Teacher Perceptions and Actions through Trauma-Responsive Professional Development
Language: English
Authors: Smith, Jason A., Quick, Marilynn
Source: Journal of Organizational and Educational Leadership. 2023 8(3).
Availability: School of Education at Gardner-Webb University. P.O. Box 7304, Bolling Springs, NC 28017. Tel: 704-406-4295; e-mail: library@gardner-webb.edu; Web site: http://digitalcommons.gardner-webb.edu/joel/
Peer Reviewed: Y
Page Count: 27
Publication Date: 2023
Document Type: Journal Articles
Reports - Research
Education Level: Junior High Schools
Middle Schools
Secondary Education
Descriptors: Middle School Teachers, Middle School Students, Teacher Response, Child Behavior, Trauma Informed Approach, Trauma, Faculty Development, Teacher Attitudes, Teacher Behavior, Attitude Change, Behavior Change, Behavior Problems, Student Experience, Student Attitudes, Knowledge Level, Leadership, Access to Health Care, Educational Policy, Educational Practices, Family Involvement, Family School Relationship
ISSN: 2380-0860
Abstract: Most teachers are not trained on how to support students who struggle with trauma. Childhood trauma not only impacts a teacher's ability to teach, but also threatens their students' futures. The purpose of this qualitative study was to investigate teachers' perceptions and actions when they participated in trauma professional development. Interviews were conducted with 5 teachers and 10 students in a Midwestern urban intermediate/middle school. By the end of the study, teachers stated that they had begun responding to disruptions in more child-centered approaches, and students noticed that their teachers began treating all students more equitably in trauma-informed manners. The implications from this study are that educating teachers on the impact of childhood trauma can change the way that teachers perceive and react to dysregulated students. Another implication is that changing teachers' beliefs, perceptions, and attitudes can be difficult if teachers retain a deficit-thinking focus.
Abstractor: As Provided
Entry Date: 2023
Accession Number: EJ1392853
Database: ERIC
FullText Text:
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  Data: Changing Teacher Perceptions and Actions through Trauma-Responsive Professional Development
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  Data: <searchLink fieldCode="AR" term="%22Smith%2C+Jason+A%2E%22">Smith, Jason A.</searchLink><br /><searchLink fieldCode="AR" term="%22Quick%2C+Marilynn%22">Quick, Marilynn</searchLink>
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  Data: School of Education at Gardner-Webb University. P.O. Box 7304, Bolling Springs, NC 28017. Tel: 704-406-4295; e-mail: library@gardner-webb.edu; Web site: http://digitalcommons.gardner-webb.edu/joel/
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  Data: <searchLink fieldCode="EL" term="%22Junior+High+Schools%22">Junior High Schools</searchLink><br /><searchLink fieldCode="EL" term="%22Middle+Schools%22">Middle Schools</searchLink><br /><searchLink fieldCode="EL" term="%22Secondary+Education%22">Secondary Education</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Middle+School+Teachers%22">Middle School Teachers</searchLink><br /><searchLink fieldCode="DE" term="%22Middle+School+Students%22">Middle School Students</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Response%22">Teacher Response</searchLink><br /><searchLink fieldCode="DE" term="%22Child+Behavior%22">Child Behavior</searchLink><br /><searchLink fieldCode="DE" term="%22Trauma+Informed+Approach%22">Trauma Informed Approach</searchLink><br /><searchLink fieldCode="DE" term="%22Trauma%22">Trauma</searchLink><br /><searchLink fieldCode="DE" term="%22Faculty+Development%22">Faculty Development</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Attitudes%22">Teacher Attitudes</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Behavior%22">Teacher Behavior</searchLink><br /><searchLink fieldCode="DE" term="%22Attitude+Change%22">Attitude Change</searchLink><br /><searchLink fieldCode="DE" term="%22Behavior+Change%22">Behavior Change</searchLink><br /><searchLink fieldCode="DE" term="%22Behavior+Problems%22">Behavior Problems</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Experience%22">Student Experience</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Attitudes%22">Student Attitudes</searchLink><br /><searchLink fieldCode="DE" term="%22Knowledge+Level%22">Knowledge Level</searchLink><br /><searchLink fieldCode="DE" term="%22Leadership%22">Leadership</searchLink><br /><searchLink fieldCode="DE" term="%22Access+to+Health+Care%22">Access to Health Care</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+Policy%22">Educational Policy</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+Practices%22">Educational Practices</searchLink><br /><searchLink fieldCode="DE" term="%22Family+Involvement%22">Family Involvement</searchLink><br /><searchLink fieldCode="DE" term="%22Family+School+Relationship%22">Family School Relationship</searchLink>
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  Data: Most teachers are not trained on how to support students who struggle with trauma. Childhood trauma not only impacts a teacher's ability to teach, but also threatens their students' futures. The purpose of this qualitative study was to investigate teachers' perceptions and actions when they participated in trauma professional development. Interviews were conducted with 5 teachers and 10 students in a Midwestern urban intermediate/middle school. By the end of the study, teachers stated that they had begun responding to disruptions in more child-centered approaches, and students noticed that their teachers began treating all students more equitably in trauma-informed manners. The implications from this study are that educating teachers on the impact of childhood trauma can change the way that teachers perceive and react to dysregulated students. Another implication is that changing teachers' beliefs, perceptions, and attitudes can be difficult if teachers retain a deficit-thinking focus.
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  Data: 2023
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      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 27
    Subjects:
      – SubjectFull: Middle School Teachers
        Type: general
      – SubjectFull: Middle School Students
        Type: general
      – SubjectFull: Teacher Response
        Type: general
      – SubjectFull: Child Behavior
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      – SubjectFull: Trauma Informed Approach
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      – SubjectFull: Trauma
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      – SubjectFull: Faculty Development
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      – SubjectFull: Teacher Attitudes
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      – SubjectFull: Teacher Behavior
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      – SubjectFull: Attitude Change
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      – SubjectFull: Behavior Change
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      – SubjectFull: Behavior Problems
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      – SubjectFull: Student Experience
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      – SubjectFull: Student Attitudes
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      – SubjectFull: Knowledge Level
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      – SubjectFull: Leadership
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      – SubjectFull: Access to Health Care
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      – SubjectFull: Family Involvement
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      – TitleFull: Changing Teacher Perceptions and Actions through Trauma-Responsive Professional Development
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