High School Teacher’s Education and Training on Trauma

Abstract

Trauma significantly impacts the well-being of all individuals, which includes both students and school professionals. Concerning students, traumatic experiences have become predictive of academic difficulties, conduct problems, and delinquency; they affect the child’s school experience by increasing their risk for suspension and expulsion, poor attendance, risky behaviors, low self-esteem, and disengagement. On the other hand, educators are experience more feelings of burn out and are dealing with the effects of secondary traumatic stress, and compassion fatigue. Consequently, it is essential to consider the negative effects of trauma and how to remediate the symptomology. One way to reduce the adverse effects of trauma is to implement trauma-informed care in the school systems. This study assessed to what extent high school teachers in a mid-western state have received training in trauma-informed care and how ready they are to apply it. In the current study, 213 respondents completed the entire survey on the degrees to which they have received training around trauma or trauma-informed care and their readiness regarding applying trauma informed care. Descriptive statistics were used to assess the Demographic Questionnaire, Are High School Teachers Ready to Apply Trauma-Informed Care Survey (Appendix C), and the TKAP Survey. Over half of the respondents reported that they have received some type of training concerning trauma or trauma-informed practices. Most respondents felt capable to implement these practices, and they felt more confident than prepared and had limited stigma concerning the topics of mental health or trauma.

Date of Award	2023
Original language	American English
Awarding Institution	Eastern Illinois University
Supervisor	Hao-Jan Luh (Supervisor)