Honors Program Theses

Award/Availability

Open Access Honors Program Thesis

First Advisor

Mason Kuhn

Abstract

Traditional classroom management methods are ineffective with students who have or are experiencing trauma. Students will not physically be able to learn until they feel like they are in a safe space. A trauma-informed classroom provides students with a safe environment to facilitate learning. This approach to classroom management focuses on more than academics, but also the student’s well-being. It involves teachers trained in trauma awareness and strategies to help students cope with their emotions and engage in learning effectively. This project will study how two schools in a large urban public school district in the Midwest part of the United States implement trauma-informed classroom management and compare what is being practiced in the classroom. It will involve evaluating and reflecting on interview data between the two schools' principals and how the responses correspond to the strategies implemented in the schools. Critical literature supporting trauma-informed classroom management will be reviewed to understand the results of this study. Through this research project, it is concluded that School 1 is further along in implementing a trauma-informed approach compared to School 2. School 1 demonstrates more evidence of strategies being practiced in the classroom, adopts a more schoolwide approach with a common language used among the staff and students, and ensures that strategies are consistently applied, unlike School 2.

Year of Submission

2024

Department

Department of Curriculum and Instruction

University Honors Designation

A thesis submitted in partial fulfillment of the requirements for the designation University Honors

Date Original

5-2024

Object Description

1 PDF (38 pages)

Language

en

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