Year of Award
Doctor of Education (EdD)
College of Education & Allied Health
Ed.D. in Collaborative High Impact Instruction
Education and Special Education
Dr. Jamie Doronkin
Trauma-informed education, Trauma-informed practices, Professional development for teachers
This study was based on survey research design with both qualitative and quantitative data collected. Data were collected through a researcher-designed survey and investigated what benefits are realized by educators’ who elect to implement trauma-informed practices in the classroom as well as understanding what strategies educators’ employ in the classroom that incorporate trauma-informed practices. Further, the study explored how classroom behavior management practices are affected by teachers’ understanding of trauma in the classroom, looking at barriers that impede educators from implementing trauma-informed practices, and inspecting perceived administrative challenges with regard to implementation of trauma-informed content by educators. Results determined that teachers felt that there are inadequate trainings offered, and that they do not have enough support to implement trauma-informed practices with fidelity.
Open Access Dissertation
Creative Commons License
This work is licensed under a Creative Commons Attribution-Noncommercial-No Derivative Works 4.0 License.
Roeder, Katherina Margaret, "Examining Educators’ Perceived Impact of Trauma-Informed Training and Professional Development in the Classroom and Related Classroom Behavior Management Practices" (2022). All Theses, Dissertations, and Capstone Projects. 553.