Document Type

Restricted

Advisor

Mays Imad

Publication Date

2025

Comments

Access to this paper is restricted to the Connecticut College campus until December 5, 2025.

Abstract

This mixed-method study examines how veteran K-12 educators employ trauma-informed practices to support adolescent development. Individuals affected by trauma, including intergenerational trauma, often struggle with identity formation, trust, emotion regulation, and self-worth. All of these issues undoubtedly affect their ability to engage and learn. Addressing these challenges requires classrooms that promote safety, connection, healing-centered activities, and educator awareness. Eight educators, each with ten or more years of experience, participated through surveys, semi-structured interviews, and took part in a brief intervention: a series of evidence-based interventions on the neurobiology of trauma.

Qualitative analysis underscored four needs: (1) embedding trauma-informed coursework in teacher preparation, (2) strengthening partnerships with parents/guardians, (3) providing sustained peer and administrative support for teachers, and (4) dismantling mental-health stigma in schools. Quantitatively, participants demonstrated heightened recognition of the neurological effects of trauma on learning and behavior.

The preliminary findings within this study stress the urgency of professional development focused on effective communication with youth who have experienced trauma and on mitigating secondary traumatic stress among school staff. Future work should integrate guardian and student perspectives and longitudinal designs to determine the lasting impact of growth-minded and trauma-informed practices on adolescent resilience.

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The views expressed in this paper are solely those of the author.