All Theses, Dissertations, and Capstone Projects

Year of Award



Doctor of Education (EdD)


College of Education & Allied Health

Degree Program

Ed.D. in Collaborative High Impact Instruction


Education and Special Education

First Advisor

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.

Document Type

Open Access Dissertation

Creative Commons License

Creative Commons Attribution-Noncommercial-No Derivative Works 4.0 License
This work is licensed under a Creative Commons Attribution-Noncommercial-No Derivative Works 4.0 License.