Date of Award
Spring 2024
Document Type
Open Access Thesis
Department
Education
First Advisor
Dr. Melinda Burchard
Abstract
The Center for Disease Control and Prevention has a set of guidelines regarding trauma-informed practices in the medical field. When working with individuals who have experienced trauma, the way in which we interact with them matters. What is less standard than these CDC guidelines, though, is how to best support students who have experienced some level of trauma or adverse childhood experiences (ACES) in the classroom. How can we equip educators with the tools needed to support students in their classrooms who have experienced trauma? Transforming Education created a list of five key trauma-informed social-emotional learning principles to guide teachers in supporting their students: create predictable routines, build strong and supportive relationships, empower students’ agency, support the development of self-regulation skills, and provide opportunities to explore identity on the individual and community level (2020). This list of practices creates a framework to aid teachers in cultivating a classroom and teaching practice that is trauma sensitive. In unpacking each of these principles, educators and others can expand their knowledge of how to integrate trauma-informed practices into their teaching practice.
Recommended Citation
Winfield, Ashley, "Trauma-Informed Practices in Education" (2024). Honors Projects and Presentations: Undergraduate. 441.
https://mosaic.messiah.edu/honors/441
