Abstracts
Abstract
One pathway to creating more equitable schooling is through schools becoming trauma sensitive. Students exposed to trauma are more likely to struggle in school compared to their non-trauma-exposed peers. Changing the school environment allows trauma-exposed students more opportunities to access academics. This qualitative study explores the practices and strategies employed by one elementary school (K–5) to become trauma sensitive. Based on the data, five subthemes emerged that coalesce around the overarching theme of creating a caring community to achieve a trauma-sensitive school. For the purposes of this study, a caring community is defined as a group of people sharing a common workplace who have a true interest in the well-being of others in the community. The five subthemes include (1) the faculty’s commitment to creating a safe school, (2) intentional school design to foster support (covered in Ballin, 2022), (3) a commitment to engaging families, (4) a desire to make school fun, and (5) the principal’s support of the school community. By embracing practices aligned with trauma-sensitive schooling, this small school changed the learning environment to give more children chances for success despite current and past traumatic experiences.
Appendices
Bibliography
- Avery, J. C., Morris, H., Galvin, E., Misso, M., Savaglio, M., & Skouteris, H. (2021). Systematic review of school-wide trauma-informed approaches. Journal of Child & Adolescent Trauma, 14, 381–397. https://doi.org/10.1007/s40653-020-00321-1
- Ballin, A. (2022). Connecting trauma-sensitive schooling and social-emotional learning to promote educational equity: One school’s intentional design. Children and Schools, 44(2), 107–115. https://doi.org/10.1093/cs/cdab032
- Bazzano, A. N., Anderson, C. E., Hylton, C., & Gustat, J. (2020). Effect of mindfulness and yoga on quality of life for elementary school students and teachers: Results of a randomized controlled school-based study. Psychology Research and Behavior Management, 11, 81¬–89. https://doi-org /10.2147/PRBM.S157503
- Berg, B. (2004). Qualitative research methods for the social sciences. Pearson.
- Butzer, B., Bury, D., Telles, S., & Khalsa, S. (2016). Implementing yoga within the school curriculum: A scientific rationale for improving social-emotional learning and positive student outcomes. Journal of Children’s Services, 11(1), 3–24. https://doi.org/10.1108/JCS-10-2014-0044
- Cole, S., Eisner, A., Gregory, M., & Ristuccia, J. (2013). Helping traumatized children learn: Creating and advocating for trauma-sensitive schools. Massachusetts Advocates for Children, Trauma and Learning Policy Initiative.
- Cole, S. F., Greenwald O’Brien, J., Gadd, M. G., Ristuccia, J., Wallace, D. L., & Gregory, M. (2009). Helping traumatized children learn: Supportive school environments for children traumatized by family violence. Massachusetts Advocates for Children, Trauma and Learning Policy Initiative.
- Creswell, J. (1998). Qualitative inquiry and research design: Choosing among five traditions. Sage Publications.
- Crosby, S. D. (2015). An ecological perspective on emerging trauma-informed teaching practices. Children & Schools, 37(4), 223–230. https://doi-org /10.1093/cs/cdv027
- Delamont, S. (2002). Fieldwork in educational settings: Methods, pitfalls and perspectives. Routledge.
- Duplechain, R., Reigner, R., & Packard, A. (2008). Striking differences: The impact of moderate and high trauma on reading achievement. Reading Psychology, 29(2), 117–136. https://doi.org/10.1080/02702710801963845
- Eggleston, B. (2015). The benefits of yoga for children in schools. International Journal of Health, Wellness & Society, 5(3), 1–7. https://doi.org/10.18848/2156-8960/CGP/v05i03/41125
- Felitti, V. J., Anda, R. F., Nordenberg, D., Williamson, D. F., Spitz, A. M., Edwards, V., & Marks, J. S. (1998). Relationship of childhood abuse and household dysfunction to many of the leading causes of death in adults: The Adverse Childhood Experiences (ACES) Study. American Journal of Preventive Medicine, 37(5), 245–258. https://doi.org/10.1016/S0749-3797(98)00017-8
- Glesne, C. (1999). Becoming qualitative researchers: An introduction (2nd ed.). Longman.
- Haimovitz, K., & Dweck, C. S. (2017). The origins of children’s growth and fixed mindsets: New research and a new proposal. Child Development, 88(6), 1849–1859. https://doi.org/10.1111/cdev.12955
- Halladay Goldman, J., Danna, L., Maze, J. W., Pickens, I. B., & Ake III, G. S. (2020). Trauma-informed school strategies during COVID-19. National Child Traumatic Stress Network. https://www.nctsn.org/sites/default/files/resources/resource-guide/trauma_informed_school_strategies_during_covid-19.pdf
- Jones, W., Berg, J., & Osher, D. (2018, October). Trauma and Learning Policy Initiative (TLPI): Trauma-sensitive schools descriptive study final report. American Institutes for Research. https://traumasensitiveschools.org/wp-content/uploads/2019/02/TLPI-Final-Report_Full-Report-002-2-1.pdf
- Lacoe, J. (2013). Too scared to learn? The academic consequences of feeling unsafe at school. (Working Paper #02¬–13). Institute for Education and Social Policy. https://doi.org/10.1177/0042085916674059
- Massachusetts Department of Elementary and Secondary Education. (2019). School and district data. https://www.doe.mass.edu/SchDistrictData.html
- McMillan, D. W., & Chavis, D. M. (1986). Sense of community: A definition and theory. Journal of Community Psychology, 14(1), 6–23. https://doi.org/10.1002/1520-6629(198601)14:1<6::AID-JCOP2290140103>3.0.CO;2-I
- Milner, H., Cunningham, H., Delale-O’Connor, L., & Kestenberg, E. (2018). “These kids are out of control:” Why we must reimagine “classroom management” for equity. Corwin.
- National Child Traumatic Stress Network. (n.d.). Trauma and substance abuse. NCTSN. https://www.nctsn.org/what-is-child-trauma/populations-at-risk/trauma-and-substance-abuse
- Pataky, M. G., Báez, J. C., & Renshaw, K. J. (2019). Making schools trauma informed: Using the ACE study and implementation science to screen for trauma. Social Work in Mental Health, 17(6), 639–661. https://doi.org/10.1080/15332985.2019.1625476
- Rashedi, R. N., & Schonert-Reichl, K. A. (2019). Yoga and willful embodiment: A new direction for improving education. Educational Psychology Review, 31(3), 725–734. https://doi.org/10.1007/s10648-019-09481-5
- Rucinski, C. L., Brown, J. L., & Downer, J. T. (2018). Teacher–child relationships, classroom climate, and children’s social-emotional and academic development. Journal of Educational Psychology, 110(7), 992–1004. https://doi-org. /10.1037/edu0000240.supp (Supplemental)
- Sadin, M. (2020, February). A school leader's guide to creating a trauma-informed school: Five steps toward a healthier school environment. National Association of Secondary School Principals, https://www.nassp.org/publication/principal-leadership/volume-20/principal-leadership-february-2020/a-school-leaders-guide-to-creating-a-trauma-informed-school-february-2020/
- Stake, R. E. (2005). Qualitative case studies. In N. K Denzin & Y. S. Lincoln (Eds.), The Sage handbook of qualitative research (3rd ed., pp. 443–466). Sage Publications. https://doi.org/10.1108/09504120610655394
- Stapp, A. C., & Lambert, A. B. (2020). The impact of mindfulness-based yoga interventions on fifth-grade students’ perceived anxiety and stress. International Electronic Journal of Elementary Education, 12(5), 471–480. https://doi.org/10.26822/iejee.2020562137
- Terrasi, S., & de Galarce, P. C. (2017). Trauma and learning in America’s classrooms. Phi Delta Kappan, 98(6), 35–41. https://doi.org/10.1177/0031721717696476
- Thomas, M. S., Crosby, S., & Vanderhaar, J. (2019). Trauma-informed practices in schools across two decades: An interdisciplinary review of research. Review of Research in Education, 43(1), 422–452. https://doi.org/10.3102/0091732X18821123
- Thorson, G. R., & Gearhart, S. M. (2018). The adverse effects of economic inequality on educational outcomes: An examination of PISA scores, 2000–2015. World Affairs, 181(3), 286–306. https://doi.org/10.1177/0043820018799425
- Wassink-de Stigter, R., Kooijmans, R., Asselman, M. W., Offerman, E. C. P., Nelen, W., & Helmond, P. (2022). Facilitators and barriers in the implementation of trauma-informed approaches in schools: A scoping review. School Mental Health 14(3), 470–484. http://dx.doi.org/10.1007/s12310-021-09496-w
- Wiest-Stevenson, C., & Lee, C. (2016). Trauma-informed schools. Journal of Evidence-Informed Social Work, 13(5), 498–503. https://doi.org/10.1080/23761407.2016.1166855