The impact of trauma-informed practices in the classroom

This qualitative study utilized ecological systems theory to explore how changes within the mesosystem and exosystem, through the utilization of trauma-informed practices, can impact the educational experience of kindergarten through twelfth grade (K-12) students. Applying phenomenology, this study gives voice to individuals through their personal narratives (Creswell, 2009). Narrators included six teacher participants who self-reported the completion of trauma-informed training and the utilization of the practice in their classroom. This thesis explores the impact that trauma-informed practices have on students in the classroom. Teachers in this study reported observing changes in student academic performance, social behaviors, and interactions in interpersonal relationships. Teachers also reported that their trauma-informed practices involved providing educational experiences that are empathetic and welcoming of their students' histories. This thesis also addressed the strengths and weaknesses of applying trauma-informed practices in the classroom.