Stories of Public-School Educators: The Deeply Personal, Critically Important, Insufficiently Supported Work of Interacting with Students Impacted by Trauma

Autor/in	Hughes, Kimberly A. S.
Titel	Stories of Public-School Educators: The Deeply Personal, Critically Important, Insufficiently Supported Work of Interacting with Students Impacted by Trauma
Quelle	(2022), (198 Seiten) PDF als Volltext Verfügbarkeit Ed.D. Dissertation, Edgewood College
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	979-8-3744-4473-5
Schlagwörter	Hochschulschrift; Dissertation; Public School Teachers; Students; Trauma; Early Experience; Teacher Student Relationship; Incidence; Trauma Informed Approach; Teacher Behavior; Educational Practices; Teacher Education; Teacher Attitudes; Educational Change + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Student; Schüler; Schülerin; Studentin; Frühbeginn; Teacher student relationships; Lehrer-Schüler-Beziehung; Vorkommen; Teacher behaviour; Lehrerverhalten; Bildungspraxis; Lehrerausbildung; Lehrerbildung; Bildungsreform
Abstract	This study's findings confirm existing literature on the prevalence and impact of trauma on youth and some teachers' utilization of trauma-informed educational practices. Though my findings contradict previous research on relationship building, the (findings) also confirm other studies related to the vital role of teacher-student relationships. My findings also extend previous research on schools' roles in providing mental health support, preparation for teachers to interact with youth impacted by trauma, the stance of trauma-informed teachers, and the profound impact this work has on teachers. Despite its limitations, my study yielded six major assertions, highlighted implications, and articulated several crucial recommendations to improve schooling. Twelve participants' stories paint a picture of students suffering and teachers underprepared to support them, and yet dedicated to doing that work regardless. With profound care and compassion, teachers were deeply impacted by their engagement with students. As they worked to improve student outcomes, they were failed by the systems designed to support their students, their schools, and themselves. Systemic change is desperately needed to promote healing-centered interactions, increase positive student outcomes, and reduce teacher burnout. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01