Date of Graduation
8-2024
Document Type
Dissertation
Degree Name
Doctor of Education in Educational Leadership (EdD)
Degree Level
Graduate
Department
Curriculum and Instruction
Advisor/Mentor
Lasater, Kara A.
Committee Member
Smith, Marcia S.
Second Committee Member
Pijanowski, John C.
Third Committee Member
Brady, Kevin P.
Keywords
Behavior; Educational neuroscience; K-12 education; Social emotional learning; Trauma; Trauma-informed
Abstract
This mixed methods study examined the relationship between school-based embedded trauma-informed practices and academic-related outcomes for students. While there is minimal empirical evidence supporting the impact of trauma-informed practices on the academic success of students who have experienced trauma, there is some qualitative, quantitative, and anecdotal data supporting outcomes stemming from trauma-informed practices in the research. The research questions guiding this study were (1) What impact does the implementation of embedded trauma-informed practices have on the academic-related behaviors of students who have experienced trauma? and (2) What is the relationship between benchmark growth scores for students with an ACE score of 2 or more and the implementation of embedded trauma-informed practices? To answer these two research questions, observation data were collected, and teacher interviews were conducted to identify any changes associated with the implementation of embedded trauma-informed practices throughout the school. The study also gathered quantitative data from pre and post- assessments to examine the academic growth students exhibited in comparison to their historical growth data. Using an inductive thematic analysis, results suggest a positive impact on academic-related behaviors for students with an Adverse Childhood Experience (ACE) score of two or more. Continued exploration and research are recommended over a greater period to determine if long-term effects are seen and if more quantitative data can be gathered.
Citation
Isaac, S. (2024). A Mixed Methods Study Exploring the Impact of Embedded Trauma-Informed Practices on Academic-Related Behaviors of Students Who Have Experienced Trauma And The Relationship Between Trauma-Informed Practices and Student Benchmark Growth Data. Graduate Theses and Dissertations Retrieved from https://scholarworks.uark.edu/etd/5425
