Creating a Trauma Informed School: A Study of the Implementation of a Social-Emotional
Learning Resource

A Dissertation
Submitted to the School of Education

Slippery Rock University

In partial fulfillment of the requirements for
The degree of Doctor of Special Education

By

Kristen Doyle White

August 2022

Kristen Doyle White
2022

ii

Abstract

CREATING A TRAUMA INFORMED SCHOOL: A STUDY OF THE IMPLEMENTATION
OF A SOCIAL-EMOTIONAL LEARNING RESOURCE
By
Kristen Doyle White
August 2022
Dissertation supervised by Dr. Richael Barger-Anderson, Ph.D.

The purpose of this study was to determine the impact of a social-emotional learning (SEL)
resource in kindergarten through grade 4 classrooms on creating a trauma-sensitive school. One
tenet of supporting a trauma-sensitive and informed school is the utilization of a social-emotional
resource. The resource entitled In Focus authored by Thomas McSheehy MSW, LSW was
implemented in general education classrooms for 45 school days. Prior to the implementation of
the resource, a qualitative survey was provided to participating teachers to determine previous
knowledge of trauma-informed schools and social-emotional learning. This information would
be further used to support professional development needs of educators in the participating
district to support students that have been impacted by traumatic events. During the 45 days,
weekly professional development meetings were conducted with the study group that focused on
equipping educators with the necessary skills and knowledge to provide a trauma-sensitive
environment. At the conclusion of the 45 day study, an electronic qualitative survey was
provided to the participants to confirm or refute the success of the selected social-emotional
resource, In Focus.

iv

The research questions examined during the study included:
1. Prior to this study what training or professional development did Kindergarten-Grade
4 teachers participate in related to trauma-informed schools?
2. After nine weeks of incorporating a daily social-emotional learning resource, what
impact was evidenced in the classroom community?
3. After implementing a social-emotional learning resource, and attending the weekly
professional development meetings, what specific skills, knowledge, and/or strategies
do Kindergarten-Grade 4 teachers feel the most confident to implement in their
classrooms?
4. After attending the weekly professional development meetings and evening
professional development event, at what level will K-4 teachers feel prepared to
deliver a social-emotional learning resource to students?
This study contributes to the research in the area of supporting students that have experienced
traumatic events and the teachers that support them. Further, it outlines the needs of the
participating teachers in the district relating to past and future professional development
opportunities around the topic of social-emotional learning and trauma-informed and sensitive
schools. An electronic survey was conducted to gather feedback on the areas of the resource that
participating teachers determined to be both successful and not helpful to their classroom
community. Additionally, teachers provided a comparison of social-emotional competencies that
they observed in their students as compared to prior observations to the resource implementation.
v

Acknowledgements
I dedicate this dissertation to my parents, who modeled their love of education in our home
my whole life. Their belief in hard work, high expectations, dedication to the profession and
passion for supporting those from vulnerable groups has been carried on in my personal and
professional journey. Your encouragement of me to always do more in the service to others has
been a beacon during my life. Thank you for being my biggest cheerleaders, in both the sunshine
and rain.
To my son, the greatest gift I have ever been given. Thank you for your encouragement
throughout my career, understanding, patience, and love throughout my life. You are the best kid
I could have ever asked for! I am so very proud of you! The best title I will ever have has been
that of your mom. To my husband, thank you for being my soft place to fall during this long and
exhausting journey. Without your support, the accomplishment of this goal would have never
been possible. The long days and nights writing were made easier by your willingness to do
whatever was needed to support the completion of this dissertation. Your ability to make me
laugh and rational thinking was much needed, I am grateful to be walking this path of life with
you.
To my grandparents, aunts, uncles, cousins, and extended family members that have loved
me, prayed for me and supported this and many other paths of my life, thank you! To the friends
and educators that have encouraged me during my 28-year career, thank you for making me a
better teacher, administrator, and always allowing me to talk about my passion to support
children.

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To Becky, Cassandra, Joanne, Bob, Beth, Tony, Joni, Jim, Vince, Hollie, colleagues at CB,
and the participating teachers at HES, each of you has been an important part of this dissertation
in some aspect. I will be forever indebted for your encouragement, support, and love.
To Dr. Richael Barger-Anderson, my committee chair, and Dr. Jessica Hall-Wirth, and Dr.
Toni Mild, committee members, that provided me with their expertise, advice, encouragement
and most of all patience as I finished this dissertation. I will be forever grateful for your
willingness to be a part of this journey and for carrying me over the finish line.
Finally, I am grateful to God for providing me with the strength to complete this journey, the
blessing of having a wonderful family with a strong faith, the opportunities to have the best
career, and for always having the most perfect plan for my life.

For I know the plans I have for you,’ declares the Lord, ‘plans to prosper you and not to harm
you, plans to give you a hope and a future.’”
Jeremiah 29:11

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TABLE OF CONTENTS
Chapter
I

Page

The Problem………………………………………………………………………….1
Purpose Statement……………………………………………………………………4
Research Questions…………………………………………………………………..4
Significance………………………………………………………………………….5
Delimitations…………………………………………………………………………8
Definition of Terms………………………………………………………………….9
Conclusion…………………………………………………………………………...11

II

Literature Review……………………………………………………………………13
Trauma………………………………………………………………………………13
Trauma-Sensitive Schools…………………………………………………………...14
School Counselor……………………………………………………………………17
Universal Screening…………………………………………………………………18
Early Intervention…………………………………………………………………...20
Trauma Effects………………………………………………………………………22
School Supports……………………………………………………………………..24
School-Wide Positive Behavior Supports…………………………………………..25
Classroom Strategies………………………………………………………………..28
Adult Social-Emotional Learning…………………………………………………..30

III

Significance of Study……………………………………………………………….36
Qualitative Method…………………………………………………………………36
Rationale……………………………………………………………………………38
Participants and Setting…………………………………………………………….39

Data Sources………………………………………………………………………..40

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Data Analysis………………………………………………………………………...41
Site Permission………………………………………………………………………42
Results……………………………………………………………………………….42
Limitations…………………………………………………………………………...42
Summary……………………………………………………………………………. 43
IV

Participants…………………………………………………………………………. 45
Pre-assessment Data…………………………………………………………………46
Weekly Meeting Reflections………………………………………………………...49
Culminating Survey…………………………………………………………………55
Findings……………………………………………………………………………...55
Additional Themes…………………………………………………………………. 62
Conclusion…………………………………………………………………………...63

V

Study Summary……………………………………………………………………...65
Findings……………………………………………………………………………...68
Weekly Meeting Reflections………………………………………………………...70
Post Implementation Survey Findings………………………………………………71
Implications…………………………………………………………………………72
Recommendations…………………………………………………………………..74
Conclusions…………………………………………………………………………75

References…………………………………………………………………………………..78
Appendices………………………………………………………………………………….82
Appendix A- Pre-Assessment Survey………………………………………………82
Appendix B-Post Assessment Survey………………………………………………83
Appendix C-Informed Consent Form………………………………………………84

Appendix D-Consent to Participate in Research……………………………………86

ix

1

CHAPTER I
INTRODUCTION
Statement of the problem
The Dalai Lama has said “It is not enough to be compassionate. You must act.” (Alexander,
2019, p. xv). This study focused on the need to act to address the overwhelming number of
students who have experienced traumatic events, also referred to as Adverse Childhood
Experiences (ACE). A traumatic event is “a frightening, dangerous, or violent event that poses
a threat to a child’s life or bodily integrity.” (The National Child Traumatic Stress Network,
(n.d.), p. 1). When children have been exposed to traumatic events, a supportive school
environment is critical to future success. The Substance Abuse and Mental Health Services
Administration (SAMHSA; 2015) provided suggestions on how to establish trauma informed
and sensitive schools. The components include: recognizing the extent of trauma and various
supports that are needed to support recovery, providing training to educators that will assist with
the identification of trauma, working collaboratively to integrate policies and practices that
support those who have experienced trauma and acknowledging the need to avoid
retraumatization (Alexander, 2019).
According to the National Child Traumatic Stress Network Schools Committee (2008), “one
in four students in the United States has experienced trauma to such a degree that it has a
negative impact on school success.” (p. xi). Students who have experienced childhood trauma,
have witnessed violent acts, or have experienced poverty can be at a disadvantage when
compared to their peers who have not experienced any of these events (Berman, Chaffee &
Sarmiento, 2018). “We know that the chronic stress associated with growing up in poverty,
especially intergenerational, concentrated poverty, can have long-lasting consequences for

2

learning, behavior, and well-being” (Berman, Chaffee, & Sarmient, 2018, p. 8). This study
focused on educator professional development needs in supporting and reinforcing traumainformed practice in school settings.
The need to support students who have experienced Adverse Childhood Experiences (ACEs)
with research-based practices is supported by past and current scholarship. According to a review
of school health policies conducted by Child Trends, the Institute for Health Research and Policy
at the University of Illinois-Chicago, and EMT Associates, Inc. over a two-year period from 20172019, the number of states with policy language on professional development for trauma-informed
care more than tripled (Child Trends, 2021, p. 1).
This study focused on the use of a daily social-emotional learning resource designed to support
all students, particularly those who have experienced trauma. The importance of supporting
students to develop social and emotional intelligence is “critical to successfully navigate the
challenges, relationships, and experiences they will encounter throughout their school years and
later in life.” (McSheehy, 2013, p. v.). Prior to the start of the study, a focus group comprised of
Kindergarten through Grade 4 general education teachers, met with the researcher to complete a
pre-assessment survey. During the implementation of the In Focus resource, weekly professional
development meetings were held with all teacher participants and the researcher during
Professional Learning Community (PLC) building times. During these professional development
meetings, a standard format was followed including discussions relating to the previous week
lessons, opportunities for sharing of professional reflections and preview of the upcoming lessons
and materials needed. Following a nine-week implementation period, participating teachers
completed a qualitative survey that gathered data to be analyzed that specifically targeted the needs
of one schools’ Kindergarten to grade 4 teachers. The research gleaned from this study will add to

3

research about how best to support students after experiencing traumatic events, utilizing social
emotional learning. Additionally, the study will further add to the research on educator
professional development on the topic of trauma-informed care.
Professional Development
Professional development requirements are enforced through the Pennsylvania Department of
Education (PDE) Act 48 of 1999. According to PDE, the focus of the Act 48 Professional
Education Plan Guidelines (2019), the focus of the plan is to “ensure that all Pennsylvania children
received the high-quality education that they deserve” (p.1). The plan outlines the need to keep
educators current with, research-based instructional practices. The law requires all educators who
hold a teacher certificate to earn 180 hours of professional development over five years. Further,
each district must submit a Professional Education Plan that outlines each district’s plan to provide
educators with relevant professional development. The guidelines expound on the need for
educators to “continue their (educators) professional growth in order to increase the achievement
levels of the commonwealth’s students” (p. 3). The provision of professional development in the
area of trauma will provide educators with necessary information to support children who have
experienced traumatic events.
This study examined the impact of a social-emotional learning resource that was utilized by
general education teachers with students in grades K-4 over a nine-week period. Additionally, the
study included professional development on the topic of social-emotional learning and elements
of a trauma-informed schools. Included during the study implementation were weekly professional
development sessions that were held with the participating teachers and the researcher to gather
feedback and plan for future lessons. Further, two additional professional development trauma
trainings were provided during the study. The following sections discuss the purpose of the study,

4

research, questions that guided the study, significance of the study, delimitations, and explanations
of terms that were used throughout the study.
Purpose Statement
The purpose of this study was to determine the impact of a social-emotional learning (SEL)
resource in kindergarten through grade 4 classrooms on creating a trauma-sensitive school.
Utilizing a qualitative approach, results gleaned from a culminating survey and the weekly
professional development meetings with the focus group will be used to plan for future
professional development related to establishing a trauma informed school and to confirm or refute
the success of the implementation of a daily social-emotional learning resource. The professional
development was focused on equipping educators with the necessary skills and knowledge to
provide a trauma-sensitive school environment for all students. Participants included K-4
educators from a public school in the suburbs of Western Pennsylvania.
Research Questions
The research questions examined in the study included:
1. Prior to this study what training or professional development did Kindergarten-Grade 4
teachers participate in related to trauma-informed schools? (focus group, pre-survey)
2. After nine weeks of incorporating a daily social-emotional learning resource, what impact was
evidenced in the classroom community? (post-survey)
3. After implementing a social-emotional learning resource, and attending the weekly
professional development meetings, what specific skills, knowledge, and/or strategies do
Kindergarten-Grade 4 teachers feel the most confident to implement in their classrooms?
(post-survey)

5

4. After attending the weekly professional development meetings and evening professional
development event, at what level will K-4 teachers feel prepared to deliver a social-emotional
learning resource to students? (survey)
Significance
By providing teachers with the tools to support students, it is the hope that further long-term
health problems can be avoided. Research shows that long-term health effects such as diabetes and
heart disease can be more prevalent in adults that were trauma survivors or may die at an earlier
age than peers that have not been exposed to traumatic events. (The National Child Traumatic
Stress Network, (n.d.)) Further, The National Child Traumatic Stress Network (n.d.) posits that
“Adult survivors of traumatic events may also have difficulty in establishing fulfilling
relationships and maintaining employment.” (p. 5). The significance of the above difficulties also
can lead to more mental health needs and increased involvement with various child and protective
services and the juvenile justice system (The National Child Traumatic Stress Network, (n.d.).
Berman, Chaffee & Sarmiento (2018) support the need for strengthening social-emotional
competences as these are “associated with wage growth, job productivity, and long-term
employment” (p. 5). Further, Berman, Chaffee, and Sarmiento (2018) contend that strengthening
these competencies have noted to result in a reduction in “violence, drug use, delinquent behavior,
and mental health problems and provide internal support for children who experience the stress of
poverty, violence, and trauma in their families or neighborhoods” (p.5). Alexander (2019) supports
the significance of providing support for children “Trauma leaves the individual incapable of
integrating the experiences, which in turn, creates difficulty with life function. Trauma impacts the
brain, mind, and body in lasting, negative ways” (p.6). The significance of this study was to
provide K-4 teachers with a social emotional learning resource that may impact all students,

6

especially those who have experienced adverse childhood experiences. In Focus, is defined as “a
teaching resource filled with 10–15-minute lessons that help your students develop their social and
emotional intelligence.” (McSheehy, 2013, p. 2). According to the International Bureau of
Education a learning resource is defined as “any resource-including print and non-print materials
and online/open-access resources-which supports and enhances, directly or indirectly, learning and
teaching.” A resource differs from curriculum as curriculum is defined as “lessons and academic
content taught in a school or in a specific course or program.” (The Glossary of Education Reform,
2015, p. 1). In Pennsylvania, curriculum frameworks are provided by the Department of Education
and contains four elements. The elements include Big Ideas, Concepts, Competencies, and
Essential Questions (PA Department of Education, 2021). A resource is utilized to support the
delivery of the identified content. The Collaborative for Academic, Social, and Emotional
Learning (CASEL) is a 501 © nonprofit group that “evaluates programming, curate research,
inform legislation, and partner on implementation.” (CASEL, 2021, p. 1). According to the
Collaborative for Academic, Social, and Emotional Learning (CASEL) “to be most impactful,
states, districts, and schools should implement SEL systemically across practices and polices such
as curriculum and instruction, extracurricular activities, discipline, student support services,
professional learning and ongoing assessment for continuous improvement.” (CASEL, 2021, p.
1). Further, all K-12 teachers in the district were provided an opportunity to attend an evening
professional development opportunity presented by a leading expert in the field of supporting
students who have experienced trauma, traumatic events and ACE’s in April. Josh Shipp provided
an evening professional development opportunity for the identified district staff, community
leaders, parents and in collaboration with community groups and two local districts. The message
of the speaker includes “Every kid is ONE caring adult away from being a success story.” (Shipp,

7

2021, p. 4). As a child, Shipp was in and out of foster homes and speaks directly to the topics of
how to raise, support and educate children (Shipp, 2021). Teachers that participated in the study
had an opportunity to meet weekly with the researcher and other participating teachers to discuss
the previous week’s lessons and the plan for the upcoming week. CASEL supports the need to
provide “job-embedded professional learning that builds educators capacity to promote SEL and
create safe, inclusive learning environments for all students.” (CASEL, 2021, p. 3). Berman,
Chaffee and Sarmiento (2018) concur that schools are best equipped to play a critical role in
establishing a healthy environment. The authors stress that “success depends upon consistent
implementation, modeling by adults and peers, and professional development that deepens school
staff’s social and emotional skills” (p.5). While implementing the In Focus resource, the focus
group of K-4 teachers participated in weekly professional development opportunities with the
researcher leading the discussions that previewed and reviewed the upcoming lessons and discuss
previous lessons.
Kindergarten to grade 4 teachers interact daily with students who might have experienced
trauma. It is imperative that teachers have the knowledge and strategies to best assist their students
who have been impacted by trauma. Often teachers are asked to handle behaviors they do not
understand. A shift from the mindset of “What’s wrong with you” to “What happened to you?”
(Alexander, 2019, p. 82) is a way to understand student behaviors. The educators who interact the
most often with students are the classroom teachers. Thus, the focus on the teachers in this study
sought to solicit previous professional development knowledge and determine future needs to
support teacher understanding of the topic. As supported by Alexander (2019) “trauma-sensitive
schools must equip their educators with knowledge on the effects of trauma, emphasizing how
trauma affects student’s stress response systems and thereby their behavior at school.” (p. 82).

8

The need to imbed daily social-emotional learning in classroom lessons is noted to have an
impact on the school climate and the effectiveness of teachers (Berman, Chaffee & Sarmiento,
2018). The need to integrate all aspects of academic, emotional and social development is essential
to support students to work in collaboration to attain classroom goals (Berman, Chaffee &
Sarmiento, 2018). It is important to note that the need for social-emotional learning is “sometimes
regarded too narrowly as a targeted intervention just for students who experienced trauma or who
have behavior issues or other special needs.” (Berman, Chaffee & Sarmiento, 2018, p. 7).
Delimitations
The study began on January 3, 2022 and ended on March 10, 2022. The school was comprised
of a principal, assistant principal, and approximately 41 teachers. The total student population of
the district in 2020-2021 was 7, 225. The teachers were from a selected elementary school in a
suburb of western Pennsylvania. The school has approximately 860 students, and the number of
classroom sections is dependent on the number of students in that particular grade during the 202122 school year. Eighteen percent of the student population was eligible for free and reduced lunch.
The student population broken down by ethnicity included: 675 students who are White, 33
students who are African American, 58 students who are Asian, 38 students who are Hispanic, one
student who is Pacific Islander and 51 students who are two or more races. Additionally, 41 total
students were classified as English Language Learners. All students in grades Kindergarten
through grade 4 in the classrooms with participating teachers were included in the study. The study
focused on general education teachers from each grade level, resulting in general education teacher
participants utilizing a qualitative survey that was submitted to the researcher.

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Definition of Terms
ACE’s: Adverse Childhood Experiences are events that are traumatic and occur before the age of
eighteen. ACE’s are categorized into three groups that include: abuse, household challenges and
neglect (Romero, Robertson, & Warner, 2018).
CASEL: Collaborative for Academic, Social, and Emotional Learning is a non-profit, non-partisan
group formed two decades ago to support the SEL movement (CASEL, 2022).
CCBD: Council for Children with Behavioral Disorders is an international group of educators that
supports children at risk of behavior and emotional challenges (Division For Emotional Behavioral
Health, 2022).
CDC: Centers for Disease Control is a branch of the Department of Health and Human Services
with a focus on health (CDC, 2022).
DSM-5: Diagnostic and Statistical Manual of Mental Disorders Fifth Edition published by the
American Psychiatric Association. This manual provides psychiatric diagnoses (APA, 2013).
fMRI: functional Magnetic Reassurance Imaging is a type of brain scan that maps activity in the
brain (UC San Diego, 2022).
General Education Teacher: those that have a “primary responsibility shall be to have direct contact
with learning in teaching and learning situations.” (ASCAU, 2021, p. 1).
SAMHSA: Substance Abuse and Mental Health Services Administration is “an agency within the
U.S. Department of Health and Human Services that leads public health efforts to advance the
behavioral health of the nation.” (SAMHSA, p. 1, 2022).

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SBMHS: School Based Mental Health Services are mental health services that are provided in the
school setting (youth.gov, 2022).
SAP: Student Assistance Program is a “systematic team process used to mobilize school resources
to remove barriers to learning.” (Commonwealth of Pennsylvania, p. 1, 2022).
Trauma Sensitive School: “Safe and supportive community that enables both students and adults
to feel safe, build caring relationships with one another, regulate their feelings and behavior, as
well as learn.” (Alexander, 2019, p. 65).
SEL: Social-Emotional Learning “is the process through which all young people and adults acquire
and apply the knowledge, skills and attitudes to develop health identifies, manage emotions and
achieve personal and collective goals, feel and show empathy for others, establish and maintain
supportive relationships and make responsible and caring decisions.” (CASEL, p. 2, 2022).
TF-CBT: Trauma-Focused Cognitive Behavioral Therapy
TIC: Trauma-informed care is “a framework for identifying, understanding, and caring for the
impacts of trauma.” (Romero, Robertson & Warner, p. 208, 2018).
TISM: Trauma-Informed School Model
SW-PBIS: School-Wide Positive Behavioral Interventions and Supports is a “multitiered
framework for behavioral intervention that equips school personnel with evidence-based strategies
to support student behavior.” (Romero, Robertson & Warner, p. 206, 2018).
MTSS: Multi-Tiered System of Supports is a “standards aligned comprehensive school
improvement framework for enhancing academic, behavioral, and social-emotional outcomes for
all students.” (PaTTAN, p. 1, 2018).

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NCTSN: National Child Traumatic Stress Network was created in 2000 by Congress as part of the
Children’s Health Network. The focus of the network is to increase access and the standards of
care for those that have experienced traumatic events (NCTSN, n.d.).
PTSS: Posttraumatic Stress Symptoms are “symptoms that occur earlier than 30 days after
experiencing the traumatic event.” (National Library of Medicine, n.d., p. 1).
YESS: Youth Education Support Services is the participating districts Student Assistance
Program. The Pennsylvania Department of Education recognizes the Student Assistance Program
(SAP) as a team that provides resources to eliminate barriers to student learning. (Pennsylvania
Department of Education, n.d.).
Conclusion
The purpose of this study was to determine the impact of a social-emotional learning resource
entitled In Focus in K-4 classrooms in relation to creating a trauma-sensitive school. Via a
qualitative survey at the conclusion of the nine-week implementation period, the study examined
the impact of implementing this resource through daily classroom meetings, weekly professional
development meetings with participating teachers, led by the researcher and feedback gathered
from an evening event. The qualitative survey gathered feedback from the focus group relating to
previous experience and professional development relating to social-emotional learning. The
survey also gathered data regarding the daily implementation of the In Focus resource and
feedback from a professional development speaker. Chapter I has outlined the need for the study,
elements of professional development that are outlined in the Pennsylvania Professional Education
Plan Guidelines and the research questions that guided the study. Chapter II contains a review of
relevant literature that outlines trauma and the elements needed to establish trauma-sensitive

12

schools. Chapter III explains the methodology of the study and includes the procedures and survey
that was utilized to gather and analyze the data. Chapter IV provides a summary of the data and
findings. Chapter V will conclude the study by providing a summary of the findings and
recommendations.

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CHAPTER II
LITERATURE REVIEW
The literature reviewed in this chapter examined topics that included the research and study
of Adverse Childhood Experiences. Additionally, the study focused on the use of a daily socialemotional learning resource to support children who have experienced traumatic events,
universal screening, early intervention, trauma effects, school supports, trauma-informed care,
school based mental health, and self-care for educators who are working with children and youth
each day. The implementation of a daily social-emotional learning resource assists to support all
students, particularly those that have experienced ACEs. Schlund asserts “SEL advances
educational equity and excellence through authentic school-family-community partnerships to
establish learning environments and experiences that feature trusting and collaborative
relationships, rigorous and meaningful curriculum and instruction, and ongoing evaluation.”
(Schlund, 2021, p. 19).
Trauma
In 1998, Dr. Vincent Felitti and Dr. Robert Anda presented groundbreaking research on the
topic of trauma, and the lifelong effects associated with it, entitled Relationship of Childhood
Abuse and Household Dysfunction to Many of the Leading Causes of Death in Adults. The
Adverse Childhood Experiences (ACE) Study. The study initially began in 1994 as a
collaboration with the Centers for Disease Control (CDC) and Kaiser Permanente. The study
included 17, 337 adults and concluded that two-thirds of those who participated in the study
disclosed having experienced at least one Adverse Childhood Experiences and most reported
more than one (Anda, n.d.).

14

This study took an in-depth look at the correlation between children’s exposure to traumatic
events and lifelong health consequences. This was the first study of its kind linking Adverse
Childhood Experiences to the leading causes of death in adults. (Felitti and Anda, 1998).
The initial focus of the study was to answer the question: “If risk factors for disease, disability
and early morality are not randomly distributed, what early life influences precede the adoption
or development of them?” (Anda, n.d., p. 1). Anda identified 10 types of Adverse Childhood
Experiences that are sorted into three categories: abuse, neglect, and household dysfunction. The
abuse category includes emotional, physical, and sexual forms of abuse. The neglect category
includes emotional and physical neglect, while household dysfunction encompasses domestic
violence, substance abuse, mental illness, parental separation/divorce, and crime (Anda, n.d.). In
conclusion, the study acknowledges the economic cost to society of the Adverse Childhood
Experiences that contribute to risk factors leading to illness and death. In essence, the study
concludes “the worst health and social problems in our nation can arise as a consequence of
adverse childhood experiences.” (Pendarvis & Shook, 2017, p. 34). In February 2017, the
economic cost to society, in both direct and indirect cost, was estimated at $124 billion annually
(Pendarvis & Shook, 2017).
Trauma-Sensitive Schools
A study by the National Child Traumatic Stress Network asserted that one out of every four
children attending school has experienced a traumatic event. In total, “Forty-six million children
witness violence, crime, physical and psychological abuse every year in the United States.”
(ASCAU, 2021, p. 1). According to The National Child Traumatic Stress Network, the need to
become trauma-sensitive should be a goal of the education system. A trauma-sensitive school is
built on the foundation of providing a safe environment for both students and staff that fosters

15

positive, caring relationships that assist students with learning to regulate feelings and behavioral
choices. (Alexander, 2019). Thus, a trauma-informed school supports the staff, students,
families, and communities that are affected by trauma. In the United States, nearly 35 million
children have experienced one type of trauma during their lifetime (Souers & Hall, 2016).
Traumatic events can be described as physical, sexual, or psychological including abuse and
neglect. Additionally, according to the NCTSN (n.d.) experiences that also may be traumatic
include natural disasters, acts of terrorism, violence that includes family or community members,
the death of a loved one, substance abuse, accidents and military stress that can include injuries
or deployments. According to the Diagnostic and Statistical Manual of Mental Disorders Fifth
Edition (DSM-5) trauma-and stressor-related disorders include: reactive attachment disorder,
disinhibited social engagement disorder, posttraumatic stress disorder (PTSD), acute stress
disorder, and adjustment disorders (2013). With the realization of these statistical numbers in
classrooms across the country, one in four students has experienced a traumatic event that can
have adverse effects on school success (National Child Traumatic Stress Network Schools
Committee, 2008). According to Jenson (2014) “Youth exposed to traumatizing events and
referred to community child mental health clinics often have multiple problems, including
Posttraumatic Stress Symptoms (PTSS), depressive symptoms, other anxiety problems and
externalizing problems.” Trauma-sensitive schools should develop Multi-Tiered Systems of
Support (MTSS). The MTSS framework is defined as “the practice of providing high-quality
instruction and interventions matched to individual student needs, monitoring student progress
frequently for the purpose of making decisions about changes in instruction or goals and then
making data-informed decisions about changes in instruction or goals and then making datainformed educational decisions so that learning is actualized for each student.” (Alexander, 2019

16

p. 70). Further, Du Four, Du Four, and Eaker (2016) posited that all educators should ask four
essential questions when preparing to educate children:
What do we want our students to learn?
How will we determine if they have learned it?
What will we do when students haven’t learned it?
How we will extend the learning of those who have already learned the concepts?
In addition to providing resources that create a trauma-sensitive school, the use of TraumaFocused Cognitive Behavioral Therapy (TF-CBT) can be used to provide supports that will have
a positive effect on children’s depressive symptoms and general mental health. Mahters and
Concar (2016) asserted that by 2030, depression will account for 10 percent of disabilityadjusted life-years. Additionally, The Anxiety Disorders Association of America (2017) found
that one in eight children experiences a form of anxiety. Further, Greenberg, Domitrovich,
Weissberg, and Durlak (2017) posited that “Evidence-based social and emotional learning (SEL)
programs, when implemented effectively lead to measurable and potentially long-lasting
improvements in many areas of children’s lives.” (p. 13). The implementation of SEL programs
contribute to building children’s confidence, increasing school engagement, reducing conduct
problems, increasing test scores and grades, and ultimately promoting positive behaviors
(Greenberg, Domitrovich, Weissberg, & Durlak, 2017).
The use of social-emotional learning curricula and resources in schools assists with
preventive strategies that support children who have experienced trauma and polyvictimization.
Polyvictimization is defined as “a child’s experience of multiple victimizations of different
kinds, such as sexual abuse, physical abuse, bullying and exposure to family violence.”

17

(Pendarvis & Shook, 2017, p. 34). The approach of providing educators with a broader spectrum
of the trauma that children might experience has been found to be more helpful than fragmenting
topics, such as bullying or Internet safety. By placing a focus on polyvictimization, school staff
such as counselors, teachers, and others working with children are able to incorporate better
preventative practices (Pendarvis & Shook, 2017).
School Counselors
The school counselor is key to developing schools that are trauma-sensitive. “With almost 70
percent of our students living in poverty, students struggling to cope with racial tensions in the
community or intolerant political messages, trauma has a permanent presence in our hallways
and classrooms.” (Haviland, 2017, p.15). They are able to provide supports in terms of
professional development to school staff by providing information regarding welcoming students
at the start of the day, providing consistency and structure and how voice volume should be
adjusted (Elliott & Elliott, 2011). Elliott and Elliott (2011) argued “Regardless of whether
children are exposed to domestic violence through direct physical abuse or are observers only,
they can be emotionally traumatized by the violence in the home.” (p.29). Exposure to
traumatizing events may impact children’s ability to function in the school setting. Counselors
are an integral part of the school community, and often the first responder when children are
acting out (Elliott & Elliott, 2011). School counselors face three major challenges when
advocating for children who have been observers of domestic violence.
1. Recognizing children’s responses
2. Understanding parent responses
3. Assessing staff knowledge and comfort levels when addressing domestic violence

18

School counselors and teachers may observe emotional, behavioral, and physical indicators of
children who have observed abuse. Emotional indicators may manifest in anxiety for the victim,
feelings of hopeless and helplessness, guilt and shame over sharing information, and thoughts of
suicide. Behavioral indicators may include low grades/school performance, truancy, and
aggressiveness. Finally, physical indicators may include poor hygiene, regression, self-abuse,
high-risk play, and tiredness at school (Elliott & Elliott, 2011). The school counselor is critical to
the support of children at school as “Schools often function as a safe haven during the day for
childhood observers of domestic violence and represent great hope for them when they disclose.”
(Elliott & Elliott, 2011, p. 32). It is important to note that not all children will display overt
behaviors after experiencing traumatic events. According to the National Child Traumatic Stress
Network (2008) “Even a child who does not exhibit serious symptoms may experience some
degree of emotional distress, and for some children this distress may continue or even deepen
over a long period of time.” (p. 9).
Universal Screening
The use of universal screening tools to identify students experiencing behavioral and
emotional issues provides an opportunity for early mental health interventions. A Universal
Screening tools can help to identify students with depression, anxiety, substance abuse issues,
and suicidal ideation, while providing insight on overall student well-being and student strengths
(Humphrey & Wigelsworth, 2016). Some of the universal screening tools for trauma include the
Child and Adolescent Needs and Strengths (CANS) Trauma Version, Childhood Trauma
Questionnaire (CTQ), Pediatric Emotional Distress Scale (PEDS), and Strengths and Difficulties
Questionnaire (SDQ). Prior to the use of a screening tool, informed consent must be received
from the parents of the students participating in the screening (Alexander, 2019). Alexander

19

(2019) argued that the use of a screening tool should not be focused on identifying the students
who have experienced trauma and then working to support those particular students. Rather,
trauma-sensitive schools focus on all students, identified or not, and supporting them through the
use of MTSS interventions (Alexander, 2019).
Opinions vary regarding the use of universal screening tools. According to Cole, Eisner,
Gregory, and Ristuccia (2013) it is difficult for school staff to know if a child’s difficulties are
the result of traumatizing experiences. Further, the authors posit that “Nor is it appropriate or
necessary to screen all children in an attempt to identify which ones have had traumatic
experiences, further stigmatizing those who may already feel alienated and potentially causing
more harm.” (Cole, Eisner, Gregory, & Ristuacci, 2013, p. 9). Instead, schools that are traumasensitive can assist with students feeling that the school environment is safe, the children are
connected, and the environment is engaging (Cole, Eisner, Gregory, & Ristuacci, 2013).
Mark Greenberg, Celene Domitrovich, Roger Weissberg, and Joseph Durlak (2017) argued
that universal SEL programs in schools support a public health approach for three reasons.
Schools are a consistent site for interventions, and SEL programs can improve overall academic
competence, and decrease the likelihood of behavioral and emotional issues. In addition,
“evidence-based SEL interventions in all schools-that is, universal interventions could
substantially affect public health.” (p. 13). Overall, teaching children social and emotional
competency leads to more children being ready “for college, succeed in their careers, have
positive relationships and better mental health, and become engaged citizens.” (Greenberg,
Domitrovich, Weissberg, & Durlak, 2017, p. 13).

20

Early Intervention
According to Belfer (2018), 1 out of 10 children will have a mental health need. The unmet
early intervention needs of children with traumatic experiences can have societal impacts. When
children do not receive intervention early, following traumatic events, a reduction in the quality
of life, overall lower productivity, and higher risks of the usage of social and health care
resources, can have negative influences on society (Humphrey and Wigelsworth, 2016). In
2017, Mathur, Kern, Albrecht, Poland, Rozalski, and Skiba provided recommendations from the
Council for Children with Behavioral Disorders (CCBD, 2017). advocating the need for schoolbased mental health services. The authors supported the need for interventions to be conducted in
the school setting and estimated the cost to society of youth mental illness to be approximately
$247 million annually. Schoolwide practices of utilizing universal screenings, creating
supportive school environments, and staff trainings are necessary components for successful
School Based Mental Health Services (SBMHS). Additionally, the authors found parent
collaboration and resource allocations as essential to building integrated systems, including
education, mental health, juvenile justice, and other community services that serve youth.
The National Child Traumatic Stress Network (NCTSN) defines a trauma-informed system as
“one where all parties involved recognize and respond to the impact of traumatic stress on those
who have contact with the system including children, caregivers, staff and service providers.”
(NCTSN, 2020, p. 1). The NCTSN identified seven elements needed when establishing a
trauma-informed system.
1. Screen routinely for trauma exposure and symptoms.
2. Implement culturally appropriate, evidence-based assessments and treatments for
traumatic stress and symptoms.

21

3. Provide resources to children, families, and providers on trauma, its impact, and
treatment options.
4. Build on strengths of children and families impacted by trauma.
5. Address parent and caregiver trauma.
6. Collaborate across child-serving systems to coordinate care.
7. Support staff by minimizing and relating secondary traumatic stress, which can lead
to burnout.
Further, NCTSN (n.d., p. 1) identified 10 elements of a Trauma-Informed School System.
1. Identifying and assessing traumatic stress.
2. Addressing and treating traumatic stress.
3. Teaching trauma education and awareness.
4. Having partnerships with students and families
5. Creating a trauma-informed learning environment that includes social and emotional
skills and wellness.
6. Being culturally responsive.
7. Integrating emergency management and crisis response.
8. Understanding and addressing staff self-care and secondary traumatic stress.
9. Evaluating and revising school discipline policies and practices.
10. Collaborating across systems and establishing community partnerships.
Additionally, NCTSN (2008) identified three areas that educators should be aware of when
assessing students’ ability to learn. These include overall school performance, responses at home
and in the classroom, and physical and emotional distress. School performance indicators can
range from lower grades, attendance, and reading readiness as well as increases in suspensions.

22

In the classroom, educators might observe the student to be withdrawn, jumpy, unable to sit still,
moody, or tired. Students who are struggling with trauma may also present with changes in
overall academic performance, frequent somatic complaints such as headaches and
stomachaches, poor impulsive and emotional control, and a hyper reaction to noises (WiestStevenson & Lee, 2016).
Trauma Effects
Children have an increased rate of traumatic events occurring between the ages of birth and
five years old (Chu & Lieberman, 2010). Thus, developmental trauma, as defined by Sadin
(2019), is “family violence, physical, emotional or sexual abuse, separation from a primary care
giver, and poverty.” (p. 4). Childhood exposure to trauma that occurs over prolonged periods of
time can cause significant impairments to neurobiological development and can cause atypical
development in areas of the brain. The amygdala, hippocampus, and prefrontal cortex are areas
that can be affected when exposed to traumatic events in childhood. These areas of the brain are
important to daily functioning as they control emotions, language development skills, memory,
and cognition (Sadin, 2019). The amygdala assists with survival behaviors. The hippocampus
assists with self-regulation, development of language, and memory (Sadin, 2019). Over time, the
hippocampus and amygdala learn that basic needs will be met and areas in the pre-frontal cortex
can wait for gratification. Areas that are parts of the pre-frontal lobe include “delayed
gratification, choice, empathy, reasoning, and judgement.” (Sadin, 2019). Research shows that
many children and adults who experienced trauma did not have their basic needs met as infants.
Therefore, brain development is impacted, a fact that has recently been supported with findings
from functional magnetic resonance imaging (fMRI) (Sadin, 2019). Research on fMRI’s
concludes that youth and adults who have experienced trauma during childhood, often have

23

amygdala’s that are larger and hippocampuses that are smaller compared to their peers who have
not experienced traumatic events. When children are exposed to early traumatic events, these
events can create hyperarousal and neurochemicals that are produced at high levels that can
create fight-flight-freeze responses and can create difficulties with the connection of neurons
(Levenson, 2017). When the brain is exposed to traumatic events over excessive amounts of
time, there can be great deficits to the child, such as lacking the ability to regulate emotions and
impulses, establish social attachments, and processing on a cognitive level (Levenson, 2017).
Levenson (2017) contended that “Developmental psychopathologists propose that emotional and
social adaptions to environmental conditions arise from a reciprocal intersection of thoughts and
emotions; we “establish a coherence of functioning as thinking, feeling human being” through
the meaning we affix to our experiences.”. Sadin (2019) claimed it is important to consider this
as educators when working with children and youth that “children in a 5th grade class may have
the pre-frontal cortex activity of a 4-year-old.” (p. 6). Perry and Daniels (2016) supported the
need to focus on how trauma and chronic stressors have an impact on academics and the overall
functioning of students. They asserted that “this constant activation can make them (students)
less likely to attend or if they attend, makes them less likely to engage in meaningful, positive
interactions among peers.” (Perry and Daniels, 2016).
In addition, Todahl, Walters, Bharwdi, and Dube (2014) noted that “62% of survivors had
experienced their first traumatic event during childhood, but reported rarely or never having
someone to help or protect them from the abuse.” (p. 106). Youth being exposed to traumatic
events can be assisted best via school supports during or after these events. Supports such as
universal screening tools, trained staff, and research-based curriculum and resources can all have
a positive impact in the support for children of trauma. Students who have been exposed to

24

traumatic events can experience the following symptoms: self-isolation, aggression and attention
deficit and hyperactivity (Frydman & Mayor, 2017). Additionally, “during normative early
adolescent development, the prefrontal cortex undergoes maturational shifts in cognitive and
emotional function, including increased impulse control and affect regulation.” (Frydman &
Mayor, 2017). Students who have been exposed to repeated traumatic events can have difficulty
in managing these skills. Executive functioning skills can be impaired by repeated exposure to
trauma. The fight or flight response is most likely to be the result of repeated exposure to
traumatic events. Frydman and Mayor (2017) explained “If a student does not possess strong
anxiety management skills to cope with reminders of the trauma, the student is prone to further
emotional dysregulation, lowered frustration tolerance and increased behavior problems and
depressive symptoms.” (p. 240). Further, Shonk and Cicchetti (2001) found that “abused youth
were less likely to become engaged in school, were less likely to display appropriate social skills,
and demonstrated more externalizing and internalizing behaviors than nonmaltreated youth.”
When trauma-informed practices are utilized in schools that include the opportunity for mental
health services, children have a better chance of fully engaging in their education. According to
Bath (2008) “Maintaining safety, supportive connections, and management of emotions are three
main objectives of trauma-informed care and are essential to creating an appropriate classroom
environment for traumatized students.” (p.3).
School Supports
Teaching students’ skills that support self-management, coupled with necessary professional
development for all staff, and employing trauma-sensitive school structures, are necessary to
support positive outcomes. Anderson, Blitz and Saastamoinen (2015) argued “Trauma-informed
practices include social-emotional development and problem-solving skills that classroom staff

25

are in an optimal position to facilitate. All school staff can support children’s ability to build
resilience by teaching coping skills and helping children process their emotions and create hope
for the future.” (p. 114). Bus drivers, paraprofessionals, cafeteria staff, custodians and
administrative assistants should be included in trainings that support a trauma sensitive school.
Phillippo and Stone (2013) supported the need for teachers to build strong relationships with
students affected by trauma as this relationship can be viewed as an intervention. For educators
to address this topic, knowledge of the cycle of trauma is needed as to refrain from retraumatizing students left in their care. The cycle of trauma includes emotional and
psychological damage, behavior problems and punishment (McInerney & McKindon, 2015).
Additionally, the Substance Abuse and Mental Health Services Administration (SAMHSA,
2015) concurs that, the need for trauma-informed care has increased. SAMHSA (2015) supports
that not only has the need for trauma-informed increased, it suggests that every part of the
organization be trained on how trauma impacts the lives of those that are participating in
services. SAMHSA (2015) identifies six principles that are needed to support a trauma-informed
approach. These six approaches include: safety, trustworthiness and transparency, peer support,
collaboration and mutuality, empowerment, voice and choice and cultural, historical and gender
issues. Wiest-Stevenson and Lee (2016) emphasized that administration, teachers, and
paraprofessionals play critical roles when developing a Trauma-Informed School Model (TISM).
It is the role of the administration to develop processes that includes detailed procedures and
policies.
School-Wide Positive Behavior Support
In addition to establishing procedures, schools may implement School-Wide Positive
Behavioral Interventions and Supports (SW-PBIS) utilizing positive behavioral strategies. These

26

strategies provide clear expectations for students that are modeled, practiced, and reinforced by
all members of the school community. When implementing SW-PBIS, all students in Tier 1, are
involved in promoting the expected academic and behavior tenets. The four components of a
SW-PBIS include: outcomes, data, practices, and systems (Biliar-Lolis, Gelber, Rispoli, Bray, &
Maykel, 2017). Areas both academic and nonacademic (e.g., buses, hallways, restrooms, and
cafeterias) are included, and visuals are provided to support what behaviors constitute positive
expectations and should be rewarded with incentives. Most of the research available regarding
the use of SW-PBIS shows positive results following the implementation; however, there are
also conflicting research findings. Some research has found that students who are cultural and
linguistic minorities are more likely to be suspended or receive other disciplinary actions even in
the presence of a School-Wide Positive Behavior program (Vincent, 2011). Engestrom and
Sannino (2010) support that committees that are encompassing of students, families, and
educators should be included to review PBIS school based systems to be sure that the system is
culturally responsive.
An additional approach to establishing trauma sensitive environments is Trauma-informed
care (TIC). According to Brown, Baker, and Wilcox (2012), TIC is different from traumafocused therapy, because of its focus on analyzing current events or circumstances. Traumainformed care (TIC) does not focus on specific interventions, as trauma-focused cognitivebehavioral interventions do. TIC focuses on five main tenets: safety, trust, choice, collaboration,
and empowerment (Levenson, 2017). First, children must feel safe in the environment. Maslow’s
hierarchy of needs outlines the necessity for basic needs that begin with physical and
psychological safety (Pichere & Cadiat, 2015). This need must be established for a positive
outcome to occur with TIC. The ability for students to feel empowered and make choices during

27

treatment is important as this provides a sense of control that had not been established during
previous traumatic events. The collaboration tenet is important in building a connection between
the counselor and the client as a way to demonstrate a true partnership during the healing
process. Much like a counselor-client relationship, the school counselor and the student must
have a strong connection to support healing after a traumatic event. This need is particularly
important because “many ACE (Adverse Childhood Experiences) survivors were betrayed by
those who were supposed to protect and care for them, the helping relationship is fraught with
potential for retraumatization when reminders of the capricious nature of past authority figures
are activated.” (Levenson, 2017).
Empowerment is the final tenet of TIC. According to Levenson (2017), in the empowerment
phase the focus should not be on fixing the problem but should be on reinforcing strengths.
Practitioners should refrain from using the phrase “What’s wrong with you?” and instead ask
“What happened to you?” when working with those who have experienced trauma. Thus,
Levenson (2017) finds “Survivors of childhood trauma experience a profound sense of
powerlessness when choice and predictability are absent from their daily existence.” The use of
the word “survivor” was created to detract from the helplessness associated with the word
“victim.” The importance of fostering self-efficacy in survivors of trauma assists with providing
hope for positive outcomes in the future. The establishment of trust is critical to supporting those
with traumatic histories. According to Levenson (2007) “Early trauma (especially familial abuse)
often breeds a sense of wariness and a mistrust of caregivers and authority figures.” This
situation can impact relationships between a student and teachers, administrators, and other
caretakers in the school. Administrators must provide on-going professional development to
teachers and support staff who are working directly with students impacted by trauma. Open

28

communication with all stakeholders and the implementation of a comprehensive threat
assessment should also be a part of the TISM (Wiest-Stevenson and Lee, 2016).
Classroom Strategies
In addition to supporting PBIS, teachers can incorporate strategies in the classroom that
provide coping skills to students who have experienced trauma. These strategies can include:
breathing techniques, positive imagery, calming corners (areas in a classroom with visuals of
calming strategies, music and sensory tools), and mindfulness. The Center of Teacher
Effectiveness suggests that desk arrangement, lighting, music, colors, and scents can also
contribute to a calming environment. Daily or weekly classroom morning meetings provide
opportunities for students to build stronger relationships with peers and teachers. These
classroom meetings are needed to support student connectedness with both peers and the
classroom teacher. Classroom meetings provide time for students to share ideas and concerns
with peers as well as to focus on problem solving strategies. During the classroom meetings,
commitment to creating class-level consciousness for students and teachers is important in order
to address student mental health concerns (Walkley & Cox, 2013). Further supporting the idea
that schools are a critical environment for children who have experienced trauma, author Elena
Aguilar (2020) argues “They (schools) can be a microcosm for a more just and equitable society,
a place where adults and children learn to be together in healthy community, a place where we
learn about ourselves and others.” (p. 27).
Crosby (2015) further supports the need for trauma-informed teaching practices. The
implementation of trauma-informed practices can have a significant positive impact on student
academic success and, other long-term outcomes. The results of exposure to traumatic events can
have an impact on lower student achievement as marked by student grade point averages and, a

29

decrease in the students’ ability to complete graduation requirements. Children who have been
exposed to maltreatment can present with diminished skills in relation to social interactions with
peers, difficulty managing internalizing, and externalizing behaviors and can be less engaged in
academic instruction (Crosby, 2015). As a result of exposure to trauma, Crosby (2015) asserted
that results can appear in lower test scores, overall grades and an increased rate of school failure
that can take the form of excessive suspension or expulsions. For the aforementioned reasons,
school-based mental health programs and services are greatly needed.
In trauma-sensitive schools, administrators must work in collaboration with other educators to
plan proactively for changes in the school environment (Cole, Eisner, Gregory, & Ristuccia,
2013). In order to create a sustained focus on trauma sensitive-school priorities, the principal is a
key member of the support team. Positive changes that administrators can establish in order to
create a trauma-sensitive school include hallway behavior that provides safer movement from
class, teachers who are more empathetic, and refined discipline practices that support identify the
reasons for student behavior instead of a purely punitive approach (Cole, Eisner, Gregory, &
Ristuccia, 2013). Cole, Eisner, Gregory, and Ristuccia (2013) agreed that “The principal is
needed to make sure all the actions related to trauma sensitivity are woven throughout the school
and aligned with other ongoing initiatives, such as bullying prevention, dropout prevention,
positive behavioral health, social-emotional learning, and others.” (p. 39). As part of the
principal’s role in supporting the creation of a trauma-sensitive school, Cole, Eisner, Gregory,
and Ristuccia emphasized the need for a “thinking partner” (2013, p.40). These partners can be
fellow administrators in or outside of the district. The authors suggest that regular, scheduled
meetings are part of the principal’s calendar. The meetings are confidential and provide
administrators with a chance to “reflect, support, feedback, problem solving, brainstorming and

30

planning.” (Cole, Eisner, Gregory, & Ristuccia, 2013, p.40). Finally, the principal will need to
identify members of the faculty who will serve on a steering committee. The steering committee,
led by the principal, would “function much like a work group, closely collaborating with, and on
behalf of, the entire school staff, strategizing, continually reporting back, soliciting input, and
obtaining approval on the planning the group has undertaken.” (Cole, Eisner, Gregory, &
Ristuccia, 2013, p. 41). As a leader, the principal must be armed with the research and have
received his or her own professional development on the topic of trauma-informed schools, in
order to address staff reluctance to change and implementation. Finally, The Collaborative for
Academic, Social, and Emotional Learning (CASEL) assert from the Social and Emotional
Learning Exchange in October 2019, that a focus should be more on the adults who engage with
students each day. Further, “In order to create conditions for students to effectively engage in
SEL, adults themselves need to feel empowered, supported, and, valued.” (CASEL, 2019, p. 1).
Adult Social-Emotional Learning
To strengthen adult SEL, CASEL identified four key activities to strengthen competence and
capacity. These include strengthening central office expertise; providing high-quality
professional learning for schools; deepening social, emotional, and cultural competence in
adults; and building staff trust, community and collective efficacy (2010). By strengthening the
expertise of the central office, it is important to promote systematic implementation and
encourage that SEL is not a standalone focus, but is incorporated in all aspects of the district’s
mission. Through staff professional development, stakeholders are educated on what SEL is, and
how SEL competence for both students and adults “supports critical long-term outcomes for
students, and what strategies they can implement to achieve this goal.” (CASEL, 2019, p. 1).
These professional development opportunities allow staff to reflect on and improve their own

31

competencies that focus on social, emotional, and cultural perspectives. According to CASEL,
this may include “examining their own sociocultural identities and biases, strengthening their
ability to empathize and take on perspectives of those who are different than them, practicing
skills to help build their relationships with students and staff, and assessing how their actions
impact equitable outcomes.” (CASEL, 2019, p. 1). In conclusion, the final essential component
needed to support the success of a SEL program when beginning with the adults includes the
need to have a staff that trusts one another and is focused on collective efficacy.
School-based teams are critical to student success when supporting students who have
disabilities (Rossen & Bateman, 2020). According to Rossen and Bateman, (2020) These teams
must recognize:
•

“A significant number of youth experience some form of life stressor or adversity during
their school years.” (p. 17)

•

“The impact of those adverse experiences can range significantly depending on multiple
factors.” (p. 17)

•

“Several educations disabilities and other conditions that may make a student potentially
eligible for an IEP or 504 share common symptoms or behaviors associated with trauma.”
(p. 17)

•

“Even when students have a trauma history, many schools often have no way of
knowing, as families or individuals have multiple reasons not to disclose that to the
school.” (p. 17)

•

Currently, trauma is not a disability category under Individuals with Disabilities
Education Act (IDEA), and the term “trauma” is only included in IDEA Part C in the

32

birth to 2-year-old category (Rossen & Bateman, 2020). Students may qualify for
services under Section 504 if they have received a diagnosis that is included under
Chapter 1 of the DSM-5, as the DSM-5 has a category entitled Trauma or StressorRelated Disorders (Rossen & Bateman, 2020). According to Rossen and Bateman (2020)
there are 62 strategies and accommodations that can be provided to students who have
experienced trauma. These accommodations are listed in four categories that include:
presentation during instruction, scheduling, setting, and response (Rossen & Bateman,
2020). Rossen and Bateman (2020) provide examples in each category that include:
•

clear expectations

•

reinforcing desired behavior

•

utilizing picture cue cards

•

incorporating deep breathing exercises

•

front loading content

•

chunking material

•

displaying classroom expectations

•

allowing the student to stand

•

using aromatherapy in the classroom

•

considering personal space when determining classroom seating arrangements,

•

allowing for brain breaks

•

providing warning of upcoming events

•

providing a daily visual schedule

•

providing alternative assignments that include student choice

•

modeling desired behavior

33

•

having a plan should symptoms increase

•

establishing a behavior plan that is utilized at both school and home.

In 2015, a class-action lawsuit, P.P. v. Compton Unified Sch. Distr., 66 IDELR 121 (C.D.
Calif. 2015), was filed on behalf of students and teachers at Compton Unified School District in
California. The lawsuit “demanded that trauma-informed practices be incorporated throughout
the school district.” (Rossen & Bateman, 2020, p. 19). In the lawsuit, it was noted that the district
suspended and disciplined students who had been exposed to trauma, limiting their access to
district programing (Rossen & Bateman, 2020). Additionally, the lawsuit noted that students
with a trauma history should be included under ADA (504), not IDEA. The reasoning for
supporting students with a 504 document was that trauma “substantially impacted learning,
thinking, reading, and concentrating.” (Rossen & Bateman, 2020, p. 19). The motion was
initially rejected and so were the motions for class certification. The District Court, Central
District of California noted that the rejection was based on “exposure to traumatizing events is a
disability in its own right but noted that the physical or mental effects of such trauma could
amount to a substantial limitation on a major life activity for purposes of Section 504 eligibility.”
(Rossen & Bateman, 2020, p. 19). With this ruling, the court recognized that “adverse
experiences do not alone constitute trauma, such experiences may lead to physical or mental
impairments that could be viewed as disabilities under 504. (Rossen & Bateman, 2020, p. 19).
Conclusion:
Chapter II presented a review of literature outlining elements of creating trauma-informed,
sensitive schools and further outlined the importance of social-emotional learning as a tenet for
creating a trauma-informed school. The need for the study was to address the growing number of

34

students who are entering classrooms each day and are being identified as having Adverse
Childhood Experiences (ACEs) was also discussed in the chapter. Additionally, the chapter
included a description of the effects of trauma, the need for school based mental health, and the
relevance of the study. The focus group provided pre-implementation data via a survey. Research
questions in the chapter include K-4 general education teacher preparedness to teach children
who have experienced trauma, results after implementing a daily social-emotional learning
resource for nine-weeks and the impact on the classroom community at the conclusion of the
study. Chapter III included methodology and a description of data analysis that was conducted.

35

CHAPTER III
METHODOLOGY

Purpose
The study focused on the impact of a social-emotional learning resource that Kindergarten to
Grade 4 teachers utilized in their general education classes. The study included the daily use of a
research based social-emotional learning resource over a nine-week period, weekly professional
development meetings with teachers, an opportunity to attend an evening professional
development session with an expert on supporting students who have experienced trauma and
presenting self-care strategies. At the conclusion of the study, data was gathered via a qualitative
survey.
Traditionally, teachers receive limited, if any, training on supporting students who have
experienced trauma. Alexander (2019) argued that “Raising awareness about childhood trauma,
providing professional development regarding how to create trauma-informed school
environments, and ensuring that professionals receive the supports necessary to carry out
systemwide actions plans will result in school communities marked by a culture of acceptance
and connectedness” (p. 56). The purpose of the study was to determine the impact of a SEL
resource in K-4 classrooms in relation to creating a trauma-sensitive and trauma-informed
school. After utilizing the resource daily in class, at morning meetings, K-4 teachers were asked
to provide feedback following the implementation via a qualitative survey at the conclusion of
the nine-week implementation. The survey also included questions relating to the weekly
professional development meetings with the researcher and other members of the pilot study
group. In addition, educators had an opportunity to attend a professional development session
sponsored by this and neighboring school districts.

36

Significance of the study:
This study is relevant due to the tragic number of children who are and have been
exposed to Adverse Childhood Experiences (ASCAU, 2021). It is necessary for teachers to
receive resources via professional development on establishing a trauma-informed and sensitive
school. Teachers were presented with professional development opportunities and a daily socialemotional learning resource to support students who have survived traumatic events by learning
strategies that promote positive relationships, student connectedness and behavioral success.
Further, a specific time was designated in each teacher’s schedule to provide a structured
morning meeting opportunity to assist with the fidelity of the implementation of the resource.
Additionally, included in the resources were daily self-care strategies for teachers. Targeted
professional development on the topic of children who have experienced trauma should be a
focus to support the youngest elementary learners. Faculty self-care should be supported in the
school environment.
Qualitative Method
According to Tracy (2013), “qualitative methods is an umbrella concept that covers
interviews (group or one-on-one), participant observation (in person or online), and document
analysis (paper or electronic).” (p. 28-29). Further, qualitative methods can be used for short or
long periods of time, can be broad in scope, and can include several types of inquiry (Tracy,
2013). According to Creswell and Creswell (2018) “although the processes are similar,
qualitative methods rely on text and image data, have unique steps in data analysis, and draw on
diverse designs.” (p. 179). Included in the qualitative method are: Naturalistic Inquiry,
ethnographic methods, narrative inquiry, autoethnography, impressionist tales and Grounded
Theory (Tracy, 2013). Naturalistic Inquiry takes place exclusively in the field, and ethnographic

37

researchers observe the participants in the field for interviews. Narrative researchers gather
information utilizing other resources such as letters or interviews. Autoethnography and
impressionist tales are both very personal and are described as “knowledge in the form of poems,
scripts, short stories, layered accounts, and dramas.” (p. 30). The final theory included in the
qualitative method is grounded theory. Grounded theory was developed by Glaser and Strauss in
1967, was extended by Strauss and Corbin in both 1990 and 1998 and Charmaz in 2006 (Tracy,
2013). In grounded theory the “researcher begins instead by collecting data, engaging in open
line-by-line analysis creating larger themes from these data, and linking them together in a larger
story.” (Tracy, 2013, p. 30).
Historically, qualitative studies have experienced both theoretical and methodological issues
(Tracy, 2013). Ethnocentrism is defined as “the belief that one’s own racial and ethnic values
and ways of being are superior to those of other groups.” (Tracy, 2013, p. 31). This term dates
back to Western Europeans, for example Christopher Columbus in the fifteenth century, when he
set out to take land from native people as he believed he was superior to the groups (Tracy,
2013). These concerns continue today as “an ongoing ethical concern of ethnography is the
extent to which one can fairly use another society’s culture, stories, artifacts, and histories for the
purpose of one’s own entertainment, education, or advancement.” (Tracy, 2013, p. 31). Further,
in the early 1990’s, W.E.B. DuBois, an African American scholar, reviewed colonization and a
link to racial prejudice (Tracy, 2013). In the 1990’s, researchers began to study focus areas in the
United States that examined poverty, war’s impact on organizations, power, and politics (Tracy,
2013).
Following World War II, the Nuremberg Code was created as a result of information that had
been discovered regarding experimentation by Nazi physicians on prisoners of war (Tracy,

38

2013). The Nuremberg Code provided principles that are now required ethical guidelines for
research including “voluntary and informed consent, freedom from coercion, comprehension of
the potential risks and benefits of the research, and a scientifically valid research design, which
could produce results for the good of society.” (Tracy, 2013, p. 32). Ethically questionable
studies continued during the 1960’s and 1970’s including those that examined the willingness of
people to deliver electric shocks to others and the Stanford Prison experiment that paid Stanford
University male undergraduates to “play” guards or prisoners in the prison (Tracy, 2013).
Following the unethical behaviors of Nazi physicians, colonist history, Stanford Prison
experience and the use of electric shocks there was a need to create the human subject
protections. These protections are to safeguard those participating in studies from unethical
treatment and is the focus of institutional review boards. Following World War II, social science
research began to focus increasingly on interaction and linguistics (Tracy, 2013). Today
“qualitative inquiry celebrates more transparent displays of various research processes,
reflexivity, and subjectivity.” (Tracy, 2013, p. 33). It is important that researchers utilizing a
qualitative approach to research be fluent in utilizing various tools to aggregate data but also to
protect those who are participating in the study. It is important that social scientists “act as
interpreters, so we can converse more effectively.” (Sherman and Webb, p. 17).
Rationale
Prior to the implementation of the resource, the focus group participants completed a
qualitative survey that provided data to the researcher. A qualitative survey was provided to
participating K-4 teachers at the conclusion of the nine-week implementation period of a socialemotional learning resource entitled In Focus. With this design, the investigator was provided
with data that could not be provided with a quantitative methodological design. Further, the

39

researcher was afforded the opportunity to “work inductively, building patterns, categories, and
themes form the bottom up by organizing the data into increasingly more abstract units of
information.” (Creswell and Creswell, 2018, p. 181). The data gathered from both the pre and
post assessments were analyzed for patterns, themes and categories at the conclusion of the
study.
The selected resource was chosen after a review of four social emotional learning curricula
and resources. The particular resource was chosen due to the scripted nature of the daily lessons,
15-minute structure and daily self-care and reflection resources provided for teachers. These
elements were identified as necessary components for fidelity of the resource implementation
and to support the focus areas of the pilot study. Additionally, prior to the implementation of the
study, teacher participants met with the researcher to receive the resource, review content and
develop a plan for the first implementation week. Each week participants had the opportunity to
meet with the researcher and other teachers to provide reflections from the week prior lessons,
discuss books and items needed for the next week lessons and discuss questions raised during the
targeted lessons. These sessions provided an opportunity for professional development as part of
growing professionally while utilizing a new resource.
Participants and Setting
The participants were Kindergarten to grade 4 general education teachers who volunteered to
be part of this pilot study for the 2021-22 academic year. The teachers were from an elementary
school in a suburb of western Pennsylvania and included 22 female teachers and three male
teachers. Further, all teachers were white and years of teaching ranged from three years to 30.
The school had approximately 860 students, and a total of 37 general education classrooms for
the 2021-22 academic year. Eighteen percent of the school population was eligible for free and

40

reduced lunch. The student population broken down by ethnicity included: 675 students who are
White, 33 students who are African American, 58 students who are Asian, 38 students who are
Hispanic, one student who is Pacific Islander and 51 students who are two or more races.
Additionally, 41 total students were classified as English Language Learners. The focus of the
study was to gather qualitative results from the 27 general education teachers that implemented
the daily resource in grades Kindergarten through grade 4. The study focused on classrooms
from each grade level, resulting in general education teacher participants utilizing a qualitative
survey that was submitted to the researcher.
Data Sources
The study obtained results via a qualitative survey at the conclusion of the nine-week
implantation period that included questions such as: What self-care strategies do you use to deal
with the daily stress of your job responsibilities? What observations would you share about the
success or barriers of the utilization of the In Focus resource? Based on your previous
experience, what observations have you made about your students since implementing the In
Focus resource? The group included in the study were elementary general education teachers.
These stakeholders worked directly with students and were critical to providing supports that are
trauma sensitive. Prior to the dissemination of the survey, a pilot survey was sent to one
professional educator to obtain feedback and discuss misconceptions that might be present prior
to the official distribution of the survey. Following the pilot review, the survey was sent via an
electronic survey and data was obtained in the form of a qualitative survey that was sent to the
participating teachers. The survey utilized open ended questions at the conclusion of the study
and can be found in an appendix included. Further, the survey inquired, with open ended
questions, as to observable behaviors of students in the classroom with a comparison to prior to

41

the implementation, during and at the conclusion of the study. The survey included identifying
information: name, years in education, and grade level. The implementation of the study began
in January 2022 and survey results were gathered and reviewed after the nine-week
implementation of the resource.
Data Analysis
The data gathered from the survey of teachers was analyzed both independently and
collectively. The results gathered from the pre and post survey were analyzed to identify themes.
Additionally, themes were identified from the weekly professional development meetings with
the participating teachers. The qualitative data was compiled to provide a framework for future
social-emotional resources and professional development that is needed to support teachers in
establishing trauma-sensitive and informed school cultures. The data collected, utilizing an
electronic survey, Alchemer formally known as SurveyGizmo, was analyzed to identify themes
regarding social-emotional learning resources and professional development needs of the
teachers included in this study. Further, results following the implementation of a socialemotional learning resource during the nine-week focus of the study. A pre-assessment was
analyzed to gather data on previous knowledge of the focus group participants relating to socialemotional learning and supporting students who have experienced trauma. Results from the preimplementation survey and the post-implementation survey was analyzed to refute or support the
results of the weekly professional development meetings relating to the In Focus resource, and
the evening professional development with a trauma expert, Josh Shipp.

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Site Permission
For the portion of the study that involved district staff, official authorization was requested
from the Superintendent. The district was provided with a copy of the proposed study, which
included the rationale for the study, survey questions, and the opportunity to discuss the
implications of the study for the school district with the researcher. The written documentation of
the permission was included in the official IRB submission. All additional stakeholders who
agreed to participate in the study were based on individual responses and thus did not need any
additional formal permission.
Results
At the conclusion of the study and after analysis has been completed, the results will be
shared with the administrative team at the participating district. Following the dissemination of
the information to this team, professional staff will be provided with the results. The results will
be provided to augment the needs of professional staff for establishing supportive classroom
environments with a focus on creating a trauma-sensitive district utilizing social-emotional
learning tenets. Results can also be provided to local school districts that are interested in the
topic of study. Further, the results will be shared with district administration to determine the
necessary steps to incorporate the social-emotional learning resource in all six district-wide K-6
buildings.
Limitations
Limitations to the study included a focus on one elementary school, grades K-4, in a school
district located in western Pennsylvania and surveying staff that was limited to general education
teachers. Further, one social-emotional learning resource was used and provided to identified

43

participants for use in the study. An additional limitation included a lack of diversity in the
professional staff and the student population. Further, researcher bias is noted as a limitation as
the researcher was employed in the district and was an administrator in the building where the
pilot study was conducted. Finally, a possible limitation of the study included a lack of
respondents to the culminating survey.
Summary
This study analyzed the current knowledge base of educators relating to the topic of students
who have experienced trauma, provided weekly professional development focused on the
implementation of a daily social-emotional learning resource entitled In Focus and further
analyzed Teacher Self-Reflection utilized for teacher self-care. In Focus has two grade levels in
the series that were used in the study, Grades K-2 and Grades 3-5. Additionally, the resource
highlighted three areas that could be connected to the classroom and are highlighted by color in
the Table of Contents. The areas are: Techniques for Calming the Brain and Nervous System
(blue), Language Arts Connections (purple) and Theme Weeks (yellow) (In Focus, 2013, p. xi).
The Scope and Sequence of In Focus includes three parts. Part 1 has a focus on Creating Safety,
Security, and Connection in the Classroom, Part 2 focuses on Identifying, Controlling, and
Expressing Emotions and Part 3 focuses on Focusing, Managing, and Harnessing Emotions to
Enhance Learning (In Focus, 2013, p. xii). Each lesson provided a list of resources required and
an appendix included additional resources and handouts for teacher reference. Teachers included
in the study implemented the resource during the daily identified morning meeting. In Focus
includes a Quote of The Day, Focus of the Day that included background knowledge and an
Activity for the Day. Required resources are listed and Teacher Self-Reflection is included in
each lesson. The lessons included build upon each other and are to be completed in order from

44

Week 1 to Week 36. A qualitative pre-survey was completed by the focus group of teachers and
a post-survey qualitative survey was completed by the focus group at the conclusion of the nineweek implementation period. Chapter III has included information on the methodology,
research, and data analysis that was used for the study. Chapter IV will present the results of the
survey findings.

45

Chapter IV
As outlined in Chapter 1, the pilot study focused on one tenet of creating a trauma-informed
school, the use of a social-emotional learning resource entitled In Focus authored by Thomas
McSheehy, MSW, LSW. Prior to the study, a pre-survey was completed by participating teachers
to gain data relating to previous professional development opportunities and previous knowledge
of the topic. The study spanned 45 instructional days and included nine weeks of weekly 45minute professional development meetings, which included general education teachers and the
researcher. Additionally, a national speaker with a focus on trauma, Josh Shipp, presented an
evening professional development session for all residents and professionals in the county where
the study took place. At the conclusion of the implementation, a qualitative survey was sent to
participants to gather culminating data.
Participants
In the participating school, 37 general education teachers were invited to participate in the
study. Twenty-five general education teachers began the study and 23 remained throughout the
nine-week implementation period. Further, 17 participants submitted the culminating survey.
The culminating survey included one kindergarten teacher, three first grade teachers, six second
grade teachers, three third grade teachers and four fourth grade teachers. The number of students
who participated in the survey ranged from a class of 17 to the largest participating class of 24
students, yielding a total of 353 students represented in the study. The number of years of
teaching ranged from three years to 30 years (Table 1).

46

Table 1
Total number of years teaching
Years
Number of
participating
teachers in each
category
1-5
1
6-10
3
11-15
4
16-20
3
21-25
3
26-30
3

Preassessment Data
Participating teachers completed a pre-assessment that consisted of six questions prior to the
pilot study implementation. Questions on the survey are included below as well as examples of
statements shared by participants.
1. Have you received professional development on the topic of social-emotional learning? If
so, please explain.
2. What is your current knowledge about social-emotional learning?
In analyzing the data gleaned from the pre-assessment survey, themes emerged about
the current knowledge of social-emotional learning that included: “explicitly taught
skills,” “Zones of Regulation,” “7 Habits of Highly Effective Kids,” “How to manage
feelings,” “Relationship skills,” and “social-emotional needs must be met before
academics.” Six respondents stated that social-emotional learning helps students to
understand and manage emotions, four participants acknowledged the need for socialemotional learning to be met prior to academic instruction, three were not specific, two

47

expressed that social-emotional learning is needed due to increased anxiety and trauma,
two stated that social-emotional learning is important in educating the whole child, and
one had no response to the question. The elements listed as current knowledge are
reflective of specific areas that are part of social-emotional learning and supported that
the participants that answered the question had previous knowledge of the topic.
3. Do you use self-reflection strategies to manage the daily demands of your job
responsibilities? If so, please explain.
Self-reflection strategies that were noted on the survey included journaling, meditation,
exercise, deep breathing, personal dialogue, reflecting during the commute, after each day,
prioritizing demands and three respondents stated “not as much as I’d like.”. The data for selfreflection showed a variety of strategies that participants employ to manage the daily demands of
the school day.
4. Are there interpersonal skills that you would like your students to learn more about? If so,
please explain.
The following interpersonal skills were noted as reoccurring themes by participants:
listening, conflict resolution, teamwork, problem solving and responsibility. One respondent
answered “all of them,” this answer did not provide a specific interpersonal skill as a focus.
In the introduction to the In Focus resource, supporting communication skills is referenced as
a way that will assist students, as well as dealing with conflict, improving problem-solving
skills, and prioritizing collaboration and teamwork (McSheehy, 2013). The data provided
from this question reflected the content that teachers wanted to provide for students.

48

5. Are there social-emotional skills that you would like to learn more about? If so, please
explain.
Anxiety and stress management as well as self-awareness/self-confidence and self-worth had
the most responses. One participant did not complete the question. Other responses included:
managing stress, empathy, risk taking and learning more about cultural differences in emotions.
The identification of anxiety and stress management were also discussed throughout the nineweek implementation via the weekly meeting reflections. These reflections were primarily based
on the COVID-19 pandemic and stress-related issues both in and outside of the school building.
Additionally, the district where the pilot study was conducted had experienced the death of two
secondary students by suicide two weeks prior to the informational meeting and study
implementation.
6. What goals do you have for the students in your classroom by being a part of this study?
According to the data gathered in the pre-assessment, emotional stability of students was the
top focus as a goal for participation in the study. This focus was closely followed by peer
connections/collaboration, self-confidence and self-advocacy. Additional responses included:
empathy, acceptance of differences, creating a safe space, self-awareness, problem solving,
classroom community and establishing a safe space for students. One participant did not
complete the question. This data connects with the need for the participating teachers to create a
safe space in individual classrooms that support and accept differences, ability to problem solve,
strong peer connections and self-confidence and self-advocacy skills that are lifelong skills for
success. The skills that participating educators provided and were seen as areas of weakness
were skills that were determined to be exacerbated by the COVID-19 school closures of 2019
and disrupted schooling in 2020. Cohort models (two days in school a week and live streaming

49

on Friday), live streaming during high peaks of COVID-19 transmission and continuous parent
support, while students were at home, are noted in the data as reasons for the need to support
students with these goals and skills.
Weekly Meeting Reflections
The implementation of the pilot study began on January 3, 2022 and concluded on March 10,
2022. Weekly professional development meetings were held to gather feedback from general
education teachers with the researcher. Dates of the weekly meetings included: December 21
(study introduction meeting), January 10, January 17, January 24, February 4, February 9,
February 16, February 21, March 3, and March 11. Throughout the 45-day implementation,
teachers provided feedback about the utilization of the In Focus resource. The researcher
recorded statements throughout the meetings.
Figure 1
Topics noted throughout the weeks included:
•

Connection to the book Tiger Rising when completing the Tiger journal

•

Good connection to share what teachers are afraid of

•

Lesson using the spider web was engaging, all students are needed and included

•

Students and teachers enjoyed learning about the brain stem

•

Working together is important

•

Resources were simple i.e.: puzzle pieces, yarn

•

Students and teachers enjoyed using the Tiger Journal throughout the day

50

•

Some lessons were easy to adapt for English Language Learners utilizing
pictures

•

Teacher self-reflections was good for students to have time to hear these stories

•

Belly breathing could be used throughout the day

•

Students enjoyed the role play but wished there had been a script for it

•

Lessons provided an opportunity for deep, meaningful conversations

•

Lessons could go longer due to student engagement

•

Lessons that supported unity were some of the favorite

•

Plan with students how to prepare if they should see a bullying situation

•

Teachers would like to have a book list that went with each of the lessons to
support a deeper connection to the lessons

•

Abilities and Strengths lessons were easy for students to connect with

•

Finding areas that all students can shine

•

A previous resource had been used by one teacher and she found that resource
to be more relatable for her students

•

The lessons were easy to implement during two virtual instructional days

•

Due to COVID-19 restrictions it was difficult for students to make connections
to what a bully is (very limited unstructured, unmonitored by adult times)

•

Liked the Random Act of Kindness

•

Enjoyed the role plays

•

Rejection/challenges in friendships and how to problem solve individually was
a positive lesson

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•

Teachers recognize the need for enhanced problem-solving skills due to
COVID-19 closures and limited peer interactions. Lessons provided a focus in
this area

•

Mindful moments were emphasized and spaces were created in classrooms to
support this focus throughout the day

•

Risk taking was encouraged throughout the lessons

•

Connections for students with the fight or flight emotions in the body

•

While parents were not a focus of this study, two parents of grade 1 students,
did share with their child’s teacher comments regarding the daily lesson and the
positive elements noted for the lesson.

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Themes that were noted throughout the weekly professional development meetings and the
concluding meeting included teachers noting connections to the novel Tiger Rising by Kate
DiCamillo that is used as a resource to support the English Language Arts Curriculum.
Further, according to the data, the lessons that focused on the brain stem were enjoyed by the
participating students and teachers, lessons that supported team work and unity were noted,
lessons were easy to implement during virtual instructional days, and reflections regarding
difficulties that students had making connections to what a bully was, as the past two years
have had limited unstructured, unmonitored by adult times.
Themes that were noted throughout the meetings that were not found to be useful by the
participating teachers included that the lessons could go longer due to student engagement
and extended to other instructional times, the lack of a script to support the student role plays,
lack of literature to support the content of the lessons, lessons were not as relatable to the
students as a previous resource that was being used and lessons were more scripted with little
opportunity for teacher additions. In analyzing the information presented, the participating
district teachers have the autonomy to implement resources that supplement required district
and state curriculum supported by a focus on essential standards. Historically, the
participating district does not support the use of basal books solely to support instructional
practices. In reviewing the details, this was noted as an aspect of the resource that teachers
did not find beneficial. Further, teachers did not find the lessons on abilities to be helpful as
the participating teachers did not find the students to be reflective on the true areas of the
lesson.

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At the conclusion of the 45 instructional day study, at the final meeting, the researcher
gathered overall reflections from the participating teachers of the areas of the In Focus
resource that they liked and those that they did not.
Figure 2
Elements participating teachers found beneficial included:
•

Teaching about abilities and talents that each child has

•

Learning about the brain was beneficial

•

Liked kindness lessons

•

Liked circle of control lessons

•

Recognizing different emotions and how they are feeling was important to
discuss

•

Enjoyed the question of the day

•

The lessons on stopping to think before acting were important to discuss and
review throughout the day and weeks.

•

Primary teachers liked the framework of Responsive Classroom lessons but
liked the question of the day from In Focus, and would like to combine
elements of each in the future.

•

Teachers observed that students liked to share in the lessons.

54

Figure 3
Elements participating teachers found not beneficial included:
•

Did not like the lessons on abilities as some students thought they were good at
all aspects, not necessarily reflective on the true areas of the lesson

•

Lessons were very scripted with little opportunity for teacher additions to the
lessons

•

Some parts of the brain lessons were too in-depth for the age of the students

•

No additional books connected to the lessons to support the lesson focus and
build deeper connections

•

More lecture based

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Culminating Survey
At the conclusion of the nine-week implementation, a culminating qualitative survey was
distributed to all participants electronically utilizing Alchemer, formally known as SurveyGizmo.
The participants were provided one week to complete the survey and submit responses to the
researcher. The culminating survey included 14 open-ended questions. The survey can be found
in its entirety in Appendix A.
Findings
On the survey, questions for numbers one through four included teacher name, grade level,
total number of students participating in morning meeting and total number of years teaching.
Participating teachers included one teacher from kindergarten, five teachers from Grade 1, six
teachers from Grade 2, five teachers from Grade 3, and eight teachers from Grade 4. All eight
teachers in grade 4 participated in the study. Each grade level had at least one representative in
the study. In analyzing the responses for these questions, the range of students participating was
17 to 24. Participating teachers had years of service ranging from three years to 30 years. In
analyzing the responses provided for question number five, 13 of the 16 respondents had
previously received training on the topic of Trauma Informed Schools, at some level. Of the
thirteen responses, the training held through various in-service days at the participating district
accounted for nine of the responses. Table 5 provides specific responses to the question.

56

Figure 4
Responses to question number 5

Response ID

Response

2

I have not received much professional development in the topic of trauma
informed schools, although some of our district inservices have had time
dedicated to that topic, and I have participated in those sessions.

3

Act 80 training

4

I have completed on line training though the school district

5

No

6

Yes, Act 80 Professional Development

7

Yes, district provided PD by our school counselors.

8

Yes, at various professional development opportunities.

9

Yes. While in a previous position with Glade Run Lutheran services, I received a
week of training on trauma informed practices. For example, at the beginning of
each class, everyone participates in a community meetings to share feelings and
goals.

57

10

Yes, we received training during an Act 80 day in January 2022. We received
strategies that were preventative as well as what to do in the moment and
afterwards.

11

The guidance counselors held a Trauma Informed Schools professional
development over TEAMS this year.

12

Yes, during recent Inservice day

13

- Trauma and Learning PD (attend at when in the YESS position) - PD via Pitt
professors

14

No

15

1.5 hour Trauma Informed Schools professional development - common trauma
symptoms in students and helpful strategies for educators

17

No

18

Yes. In-service professional development presentation by school counselors.

Question number six referenced professional development that the participating teachers had
received on the topic of social-emotional learning previous to the study. A few example
responses to the question included:
“Second grade purchased a social emotional learning product from Teachers Pay
Teachers and I had been using that.”

58

“I went to a Governor’s Institute for a few days, where CASEL was presented.”
Question seven inquired as to any components of the resource that the teacher would continue
to utilize in the classroom. A few sample responses included:
“The breathing exercises”
“Based on the needs of my classroom, I also have completed Week 21: Test Prep:
Developing an Inspiring Attitude.”
Topics that emerged for this question included: breathing exercises, kindness, journaling,
coping strategies, anti-bullying lessons, continuing to conduct a morning meeting each day, and
the three parts of the brain lesson.
Question eight in the survey investigated if after implementing the daily Teacher SelfReflection questions and the Quote of the Day have these practices impacted the participants
own self-care routine. If the participant answered yes, they were asked to elaborate on their
response. Two example responses included:
“More mindfulness, practicing belly breathing.”
“Yes, the quotes of the day were very impactful when guiding my own practice of selfcare. I also became more aware of my own stress and reactions based on the selfreflection questions.”
Topics that emerged for this question included: practicing mindfulness, reminded the
participants to pause and reflect on the teachers own social-emotional needs, and putting their
own worries in perspective.

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Question nine of the survey investigated self-care strategies that are used to deal with the
daily stress of job responsibilities. Example responses included:
“I practice guided meditation each day to help cope with the stress related to my job. I
find that this practice helps me be more mindful and intentional throughout the day.”
“If I have time, I will take a walk with my dog or read a book for enjoyment.”
Topics that emerged for this question included: exercise (walking, yoga), prayer (connection
with a Higher Power) and connection with family and friends.
Question 10 focused on elements of the daily lessons that the participants found the most
valuable. Two examples of responses included:
“I was happy this resource provided lessons that could be completed within 20 minutes. It
was easy to follow and did not require many additional materials.”
“My students really enjoyed the daily quotes; They would be posted for them each
morning and we would start by sharing with a partner what the quote means to them and then
sharing out as a class.”
Topics that emerged included: journaling, lessons on one page due to time constraints,
relaxation techniques, and lessons on the brain.
Question 11 focused on elements of the daily lesson that participants noted as the least useful.
Two example responses included:
“I personally felt the daily quotes were too advanced for my students. I feel social
emotional lessons should be a time for discussion and reflection of issues they face daily.”

60

“I think the daily lessons sometimes lacked connection to the students. I think using
literature gives them a springboard and connection to feelings that they are having.”
Topics that emerged included: a lack of identified, supporting literature such as books that
have a similar topic to the daily lessons, and the structured script did not support authentic
conversations. In reviewing the comments shared during weekly professional development
meetings, the teacher that shared the daily quotes were too advanced for her students had a large
population of students that receive English as a Second Language programming. This could have
been a reason for the comment.
Question 12 focused on sharing success and barriers of the utilization of the daily resource.
Example responses included:
Success: “I felt the discussions and the connections that the students made to one another
were a success. My students loved the opportunities to participate in role play.”
“Overall, the daily resource was helpful as a guide for lesson topics and implementation.
Some of the activities needed adjusted to fit the classroom community.”
Barriers: “The drawback is that sometimes the lessons took longer than 15 minutes. It
was hard to wrap them up and move right into reading when so many kids still had thoughts and
ideas to share.”
“The scripted nature was a barrier.”
Themes that emerged included: the resource (book) spans several grade levels and students
would have seen the lessons previously, brain development lessons were interesting, and student
engagement was difficult due to some concepts being too advanced for the grade of the students.

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Further, participants noted a focus on using calming strategies as a success, limited time to
complete the lesson and move to the next academic, lack of identified literature to connect to the
topic, and the scripted nature of the lessons were noted as both a barrier and a success in various
participant responses.
Question 13 focused on previous professional experiences and observations that were made
about students since the implementation of the daily resource. Example responses included:
“I felt like I lost connection with them while I was using this resource, and since the trial
period has ended and I have returned to my old resource, I am relieved to have that connection
back again.”
“They have branched out to play with more students and include others on the
playground. They are more welcoming.”
Themes that emerged included observations made by teachers that students were better able to
utilize calming/coping strategies, recognize different emotions and were better able to express
how they (students) are feeling after the implementation of the resource.
In conclusion, Question 14 inquired as to what skills are demonstrated most by students in the
classroom while focusing on social and emotional intelligence. Two example responses included:
“I see students demonstrating empathy in the classroom the most.”
“Perseverance is a big focus I stress with my students no matter how challenging things
may become. I encourage them not to give up and to always believe that anything is possible
through trial and error, hard work and dedication.”
Themes that emerged from this question included: empathy, kindness, and perseverance.

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Additional Themes
In analyzing themes gleaned from the culminating survey for questions number eight and 14,
themes were noted in connection with the number of years teaching and changes in the
implementation that impacted a self-care routine (Table 2). Eight total participants from 11-20
years and 21-26 years of teaching noted implementing self-care strategies during and after the
study implementation. Six participants noted no changes in the implementation of self-care
strategies.
Table 6
Total number of years teaching
Years
Teachers that
implemented
self-care
strategies
1-10
2
11-20
4
21-26
4

Question number 14 asked, Utilizing the lens of social and emotional intelligence, what skills
do you see demonstrated most by the students in the classroom? i.e.: empathy, perseverance,
ability to control impulses. In analyzing teacher responses, the number of years in the classroom
did not have an impact on the results. Sixteen out of the seventeen responses included empathy,
and one response from a teacher with 11 years of service included strengths and struggles.

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Conclusion
Thirty-seven general education teachers were invited to participate in the study. Twenty-five
general education teachers began the study and 23 remained throughout the nine-week
implementation. The 25 participants took part in the pre-assessment survey that included
questions to gain insight into previous knowledge of the topics of social-emotional learning and
trauma-informed Schools. Further, the pre-assessment survey focused on self-reflection
strategies, interpersonal, and social-emotional skills of the students. Finally, the participants were
asked to share goals as the classroom teacher that they would like for their students to learn or
improve upon by participating in the study. Themes were identified and presented in this chapter
for the pre-assessment survey. Eleven participants answered that they had received previous
training on social-emotional learning previously and three had not received training on the topic.
Participants were aware of social-emotional learning that included how to manage feelings,
relationship skills and explicitly teaching SEL skills. Participants were asked to share current
self-reflection strategies that included journaling, mediation, exercise, and deep breathing.
Participants were asked to share interpersonal skills that they would like their students to learn
more about. Listening, managing feelings, coping skills and problem solving were shared as
focus areas. Additionally, participants were asked to share social-emotional skills they would
like to know more about. Decision making for students, managing stress, risk taking and anxiety
and stress management were common themes. The final question inquired as to goals for the
students by being a part of the pilot study. Participants noted peer connections, empathy,
emotional stability and creating a safe space were themes gleaned from the data.
Weekly professional development meetings were conducted throughout the nine-week
implementation. The meetings were conducted with participants and the researcher with a focus

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on gathering reflections related to the previous weeks lessons and discussion related to the
planning for the upcoming weeks lessons. The guiding question each week was “What
reflections do you have from the lessons that were conducted during the previous week?”. The
researcher gathered data from these meetings and provided themes were included in Chapter IV.
Summary
At the conclusion of the pilot study, an electronic survey was sent to participants. Seventeen
participants completed the culminating survey that included Kindergarten through 4th grade
teachers in the participating district. The largest class of students was 24 and the least number of
students in a classroom was 17. The number of years of teaching ranged from 3 years to 30 years
of those that completed the survey. Themes for each of the survey questions and direct quotes
from participants have been included in Chapter IV. Data gathered from the pre and post survey
results provided overall themes that identified skills learned by participating students during the
study, reflections from teachers on social-emotional skills needed for students, results following
the resource implementation and pre-survey results. These results added to existing district data
examining current teacher knowledge of trauma-informed schools, social-emotional learning and
the implementation of one identified resource for a nine-week, 45 school day implementation
period. Chapter V will include a summary of findings, recommendations for future professional
development needs for educators in the participating district, recommendations for further
investigation of resources focused on social-emotional learning for students in grades K-12, and
adds to the current research on the topic of social-emotional learning.

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Chapter V
Introduction
Included in this chapter is a summary of the study provided in the previous chapter. Further,
conclusions gleaned from qualitative survey data via the qualitative survey data are included.
Recommendations for future studies and research are discussed, as well as suggestions and
further connections to support the utilization of a social- emotional learning resource that
supports trauma-informed schools.
Study Summary
The study focused on the utilization of a social-emotional learning resource, In Focus. The
focus was on supporting the overwhelming number of students who have experienced traumatic
events and recommending supports utilizing social-emotional learning. Traumatic events, or
Adverse Childhood Experiences (ACE’s) include “a frightening, dangerous, or violent event that
poses a threat to a child’s life or bodily integrity.” (The National Child Traumatic Stress
Network, (n.d.), p. 1). One of the requirements of establishing a trauma-informed and traumasensitive school is using an SEL resource, such as the one chosen for this study.
Social-Emotional Learning (SEL):
is the process through which young people and adults acquire and apply the knowledge,
skills, and attitudes to develop healthy identities, manage emotions and achieve personal and
collective goals, feel and show empathy for others, establish and maintain supportive
relationships, and make responsible and caring decisions. (Jagers, Skoog-Hoffman, Barthelus,
& Schlund, 2021, p. 3).

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The purpose of this study was to determine the impact of the resource in kindergarten
through grade four classrooms. Further, the weekly professional development was designed to
provide educators with the skills and knowledge to provide a trauma-sensitive and supportive
classroom environment for all students.
Research questions examined in the study included:
1. Prior to this study what training or professional development did Kindergarten -Grade 4
teachers participate in related to trauma informed schools?
2. After nine weeks of incorporating a daily social-emotional learning resource, what impact
was evidenced in the classroom community?
3. After implementing a social and emotional learning resource, and attending the weekly
professional development meetings, what specific skills, knowledge, and/or strategies did
K-4 teachers feel the most confident in implementing in their classrooms?
4. After attending the weekly professional development meetings and evening professional
development event, at what level will K-4 teachers feel prepared to deliver a social
emotional learning resource to students?
Qualitative methodology, with surveys as the primary source of data, was used to explore the
above research questions. One survey was provided to participants prior to the study
implementation via a written response, and one was provided electronically at the conclusion of
the nine-week study. The culminating survey was provided to participants via an electronic
platform Alchemer. Participants were given one week to submit their responses for the
culminating qualitative survey. Survey responses were analyzed for patterns, themes and
categories.

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Questions provided on the survey prior to the implementation of the study included:

1. Have you received professional development on the topic of social emotional learning?
If so, please explain:

2. What is your current knowledge about social emotional learning?

3. Do you use self-reflection strategies to manage the daily demands of your job
responsibilities?
If so, please explain:

4. Are there interpersonal skills that you would like your students to learn more about?
If so, please explain:

5. Are there social emotional skills that you would like to learn more about?
If so, please explain:

6. What goals do you have for the students in your classroom by being a part of this study?

Questions on the survey at the conclusion of the study included the following:
1. Name
2. Grade Level
3. Total number of students that participated in the daily morning meeting
4. Total number of years teaching
5. Prior to the study, have you received professional development related to the topic of
Trauma Informed Schools?

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6. Prior to the study, what professional development have you received related to the
topic of social emotional learning?
7. Are there components of the social emotional learning resource that you will continue
to utilize in your classroom? If you answered yes, explain the component.
8. After implementing the daily Teacher Self-Reflection questions and the Quote of the
Day, have these practices impacted your own self-care routine? If you answered yes,
expand how.
9. What self-care strategies do you use to deal with the daily stress of your job
responsibilities?
10. What elements of the daily lessons did you find the most valuable?
11. What elements of the daily lessons did you find the least useful?
12. What observations would you share about the success or barriers of the utilization of
the daily resource?
13. Based on your previous professional experiences, what observations have you made
about your students since the implementation of the daily resource?
14. Utilizing the lens of social and emotional intelligence, what skills do you see
demonstrated most by the students in the classroom? i.e.: empathy, perseverance,
ability to control impulses.
Findings
Twenty-three general education teachers remained in the study throughout the nine-week
implementation period, and 17 participants completed and submitted the culminating survey. The
total number of students represented in the survey was 353, and the number of years of teaching
experiences ranged from three years to 30 years. The most participating teachers in one category

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was four, whose years of teaching ranged from 11- to 15 years. Only one participant had a range
of one to five years of teaching.
Participants completed a pre-study survey that included six questions. Survey data indicated
that 14 respondents had current knowledge of social-emotional learning with responses that
included managing emotions, the need for SEL to be met prior to academic instruction, the need
for SEL due to an increase in anxiety and trauma and the importance of SEL in educating the
whole child. The initial survey asked participants to share self-reflection strategies that were used
to manage daily demands of the job. Responses that emerged from the survey included
journaling, meditation, exercise, deep breathing, personal dialogue, reflection during the
commute, after each day, and prioritizing demands. It is notable that three respondents stated
“not as much as I’d like.”. In analyzing the results from this question, it is noted that a variety of
strategies are used to assist with managing the daily demands of a teacher’s day and not all
strategies are useful to all people.
When participants were asked to share what interpersonal skills they would like students to
learn more about, reoccurring responses included: listening, teamwork, responsibility, conflict
resolution, and problem solving. When asked if there were specific skills that the teacher would
like to learn more about, topics included: anxiety and stress management, self-awareness/selfconfidence, and self-worth. Additional responses included: empathy, learning more about
cultural differences in emotions, managing stress, and risk taking. The final question on the
survey solicited responses from the participants for goals for students during the daily morning
meeting while the resource was being piloted. According to the survey data, emotional stability
of students was the top goal for the teachers participating in the study, followed closely by peer
collaboration and connection, self-confidence, and self-advocacy. When analyzing themes from

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the survey provided prior to the implementation skills that participating teachers identified as
areas of weakness were noted to have been exasperated by the COVID-19 school closure in 2019
and inconsistent schooling during the 2020-2021 and 2021-2022 school years. Cohort models
(two days of in-person schooling that included half of the class and live streaming on Friday),
live streaming during high peaks of COVID-19 transmission and frequent parental supports were
noted in the data as reasons for the need to increase student skills in the areas of social-emotional
learning.
Weekly Meeting Reflections
The study was implemented on January 3, 2022 and concluded on March 10, 2022. The final
meeting of the study took place International SEL Day, March 11, 2022. During the
implementation of the resource, weekly professional development meetings were conducted to
gather feedback from the participating general education teachers. The researcher recorded
statements from the weekly meetings. In the findings, themes were noted that included
connections between the novel Tiger Rising and the In Focus resource. Further, themes revealed
that lessons that focused on the brain stem were enjoyed by students and teachers. The lessons on
the brain provided a visual representation of the brain stem, limbic system and prefrontal cortex.
The lessons further explained what each of these areas of the brain controls, such as emotions,
physical sensation and words (McSheehy, 2013). Teachers also noted the lessons in the resource
supported unity and team work, and lessons included in the resource were easy to implement
during virtual instructional days. One final reflection was on the past two years and how students
had difficulty connecting with what a bully was. This reflection was due to limited social
interactions as a result of COVID-19 restrictions. Participant critiques of the resource included
the lack of a script for role plays, scripted lessons with little opportunity for teacher additions, the

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lack of a connection with literature that would support the content of the lessons, and for primary
students, lessons were not as relatable as previous resources that the participants had
implemented in the past. Finally, participating teachers did not find the lessons on abilities to be
helpful as the participating teachers found students to not be reflective on the true areas of the
lesson.
Post Implementation Survey Findings
At the conclusion of the nine-week implementation, a culminating qualitative survey was
distributed to all participants. Questions one through four included information relating to name,
grade level, total number of students that participated in the morning meeting and total number
of years teaching. Responses were analyzed for themes beginning with question five. Thirteen of
the 16 respondents had previously received training on the topic of trauma-informed schools at
varying levels. Of those 13 responses, nine cited trainings from various in-service days at the
participating district. Question seven inquired as to any components of the resource that
participating teachers would continue to utilize after the study was concluded. Participants cited
the following components: breathing exercises, coping strategies, anti-bullying lessons,
referencing the three parts of the brain lessons, journaling, kindness and continuing to conduct
morning meeting each day. Question eight investigated if the daily Teacher Self-Reflection
questions and the Quote of the Day had impacted the participants’ own self-care routines. If
participants answered yes, they were asked to expand on those practices. Responses included
putting their own worries in perspective, pausing and reflecting on the teachers’ own socialemotional needs, and practicing mindfulness. Question nine inquired as to self-care strategies
that were used by the participating teachers to deal with the daily stress of job responsibilities.
Strategies included exercise (walking, yoga), prayer (connection with a Higher Power), and

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connection with family and friends. Question 10 inquired as to elements of the daily lessons that
participating teachers found to be the most valuable. Responses included lessons being on one
page due to time constraints, lessons on the brain, journaling, and relaxation techniques.
Conversely, question 11 focused on elements of the daily lessons that participating teachers
noted as least useful. Responses included concerns that the structured script did not support
authentic conversations and a lack of student literature to support the presented topics. Question
12 focused on asking participating teachers to share successes and barriers of the utilization of
the In Focus resource. Successes included interesting lessons on the brain development, and a
focus on using calming strategies. Barriers included that the resource spans several grade levels
and students would have seen the lessons previously, student engagement was difficult due to
some concepts being too advanced for the grade level of the students, limited time to complete
the lesson and move to the next academic, and lack of authentic literature to connect to the topic.
The scripted nature of the resources was noted as both a barrier and a success in various
participant responses. Question 13 focused on previous professional observations that were made
about students since the implementation of the In Focus resource. Themes noted by participating
teachers included an increase in utilizing calming/coping strategies, recognizing different
emotions and being better able to express how they (students) are feeling. The final question
inquired as to what skills participating teachers observed being demonstrated by most students in
the classroom while focusing on social and emotional intelligence. The skills teachers noted
included empathy, kindness, and perseverance.
Implications
Implications for the study include the need for continued focus on creating Trauma Informed
Schools throughout the participating school district. Dr. Aaliyah A. Samuel, CASEL President

73

and CEO supports this focus by stating “SEL creates a foundation for safe in-person environments,
caring relationships, mental wellbeing, engaging instruction, and other key components of healthy
development.” (Samuel, 2022, p. 2). Participating teachers identified areas of interpersonal skills
that students are in need of improving and those that students improved upon, based on
observations, at the conclusion of the study. After incorporating the In Focus resource, students
were observed to have improved in the areas of utilizing calming/coping strategies, recognizing
different emotions and being better able to express feelings. The findings in this study support
CASEL’s position on the need for continued direct instruction in social-emotional learning and
the important role that teachers play: “teachers are the dominant drivers of SEL implementation,
though district and administrative personnel and students’ parents or families have a notable
impact as well. In addition, nearly all of the educators surveyed in the 2019 survey conducted by
Houghton Mifflin Harcourt (HMH) said they “strongly agree” that their students are in need of
SEL.” (Friedman, 2021, p. 5).
A focus during the study was on identifying areas that the participating district teachers should
be utilizing various strategies to support their own self-care. It is important to focus on supporting
teachers implementing self-care strategies to avoid compassion fatigue. Compassion fatigue is
defined as “the physical and mental exhaustion and emotional withdrawal professionals experience
when working with distressed children, adults, or families over extended periods of time.”
(Romero, Robertson & Warner, 2018, p. 12). The participating district should support self-care
strategies to avoid compassion fatigue. Including providing staff with the opportunity to self-assess
their own compassion fatigue utilizing surveys such as www.compassionfatigue.org. (Romero,
Robertson, Warner, 2018). Results from this study add to the research on the topic of traumainformed schools and social-emotional learning as a necessary tenet of this focus area.

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Recommendations
The study focused on one elementary school, grades kindergarten through Grade 4, in a suburb
of Pittsburgh with limited diversity in both the teaching and student ranks. One recommendation
for future research includes the implementation of the In Focus resource at the other three
elementary buildings in the district. Following the implementation, a culminating survey would be
conducted and an analysis of results would be completed including a larger group of participating
teachers.
Additionally, a committee of teachers could be gathered to review other SEL resources that
could be used during morning meeting. This committee could include a representative from each
grade level. Each grade level could implement a SEL resource that was chosen by the team of
teachers. At monthly focused SEL faculty meetings, each grade level could share information
regarding the resource and share reflections on student input and participation. The resource should
be implemented at the beginning of the school year in order to establish a strong classroom
community focused on social-emotional learning skills and strategies. Dedicated time should
continue to be included in the master schedule to support time for classroom Morning Meetings.
Furthermore, a focus should be placed on providing students, district wide, with skills and
strategies gleaned from the CASEL SEL framework. District-wide and building-level SEL teams
could be established and an administrator should be assigned to support the committee. This
committee would meet monthly to focus on a certain element of the framework, identify resources
to be distributed to all staff via both in person and electronic distribution, and to share with
parent/guardians and community members.

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This committee should also focus on engaging community stakeholders, including parents, and
those efforts should be inclusive and culturally responsive (CASEL, 2022). As 53 percent of
students enrolled in public school are people of color, and one in 10 are English language learners
(CASEL, 2022), it is critical to provide opportunities to support all learners. A continued
partnership with county stakeholders such as early childhood partners, county commissioners,
faith-based groups and mental health providers should continue to provide yearly professional
development for educators and families on the topics of trauma-informed practices and SEL.
Finally, administrators in the participating district should place a focus on supporting the socialemotional needs of students beginning in elementary school and spanning throughout grade 12.
CASEL states “To set students up for successful adulthood, we must integrate social and emotional
learning throughout every moment of their educational experience.” (Samuel, 2022, p. 2).
Conclusion
This study focused on one element of creating a trauma-informed school by utilizing a selected
SEL resource. The findings contribute to the field of education by providing teacher feedback and
reflection on trauma-informed practice and social-emotional learning as well as information on
self-care strategies that teachers themselves use. The aforementioned are important as a growing
number of students are experiencing mental health challenges and as teachers experience
secondary traumatic stress and compassion fatigue.
Further, the study adds to the research that is needed to support evidenced-based strategies that
contribute to supporting students with SEL. The President and CEO of CASEL, Dr. Aaliyah A.
Samuel argued “Amid significant challenges in education-an ongoing pandemic, a growing crisis
around youth mental health, persistent inequities, and divisive politics-we have unprecedented
demand and new opportunities for social and emotional learning (SEL)” (CASEL, 2022, p. 1).

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There is a need to provide a continuum of supports to students while in school. This study focused
on one practice of establishing a designated time for a daily morning meeting that included the use
of the In Focus resource. This research benefits administrators both in the participating district and
others regarding the importance of this time to support the growing social and emotional needs of
children grades Kindergarten-through 12.
While focused on this particular study, all students had the opportunity to benefit from an
identified, structured resource. The implementation of this resource at the other five elementary
buildings in the participating district could assist in gathering further results that would add to the
research in this area. Further, it is critical to share information on the elements of SEL with parents
and guardians in order to support strong partnerships. By sharing information on this study, as well
as others, families are aware of the topics that are and are not included in SEL. This is an important
factor in adding to the benefits of strong community and school partnerships that benefits the field
of education and overall society.
With 46 percent of children in America experiencing at least one Adverse Childhood
Experience (Romero, Robertson, & Warner, 2018) there should be a continued focus on supporting
children who have experienced traumatic events and the educators who work the most closely with
them. Furthermore, professional development focused on the creation of trauma-informed schools,
social-emotional learning, and self-care strategies for educators should be included in
undergraduate and graduate course work. By providing this information to undergraduate and
graduate students, educators will be more prepared to provide supports to children who have
experienced traumatic events. Further, providing information on self-care strategies and
compassion fatigue to combat future professional difficulties should be included in the course

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work. Likewise, continued supports for new and veteran educators should be a yearly requirement
for district trainings throughout the country.

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Appendix A
Social Emotional Learning/Interpersonal Skills
Pre-assessment

Have you received professional development on the topic of social emotional learning?
If so, please explain:

What is your current knowledge about social emotional learning?

Do you use self-reflection strategies to manage the daily demands of your job responsibilities?
If so, please explain:

Are there interpersonal skills that you would like your students to learn more about?
If so, please explain:

Are there social emotional skills that you would like to learn more about?
If so, please explain:

What goals do you have for the students in your classroom by being a part of this study?

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Appendix B
Post-Survey
Name: ______________________________
Grade Level: _______________________
Number of students that participated in the morning meeting: __________
Total number of years teaching: __________
Prior to this study, have you received professional development related to the topic of
Trauma Informed Schools? If you answered yes, please explain.
Prior to this study, what professional development have you received related to the topic of
social emotional learning?
Are there components of the social emotional learning resource that you will continue to
utilize in your classroom? If you answered yes, explain the component.
After implementing the daily Teacher Self-Refection questions and the Quote of The Day
have these practices impacted your own self-care routine? If you answered yes, expand
how.
What self-care strategies do you use to deal with the daily stress of your job
responsibilities?
What elements of the daily lessons did you find the most valuable?
What elements of the daily lessons did you find the least useful?
What observations would you share about the success or barriers of the utilization of the
daily resource?
Based on your previous professional experience, what observations have you made about
your students since the implementation of the daily resource?
Utilizing the lens of social and emotional intelligence, what skills do you see demonstrated
most by the students in the classroom? i.e..: empathy, perseverance, ability to control
impulses

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Appendix C

Informed Consent Form
Dear (Participating Teacher),
You are invited to participate in a study that examines one tenent of a Trauma Informed
school, the use of social emotional learning. This research will examine the use of an identified
social emotional learning resource entitled In Focus and provide you with the opportunity to
participate in professional development with a focus on the elements of a Trauma Informed
school culture throughout a nine-week implementation period (45 school days). The following
information is provided so that you may make an informed decision about whether or not to
participate. There are no known risks associated with this research and your participation is
strictly voluntary. You are free to withdraw from this study at any time by simply contacting me.
Participation or non-participation in this study will not adversely affect you in anyway.
Participation in this study will require your attendance at an initial meeting with other
study participants to become familiar with the structure of the resource. You will also be asked to
complete a pre-assessment qualitative survey on your current knowledge base regarding social
emotional learning and Trauma Informed Schools. You will be asked to implement the resource
during morning meetings for nine-weeks. During the implementation period, weekly professional
development meetings will be held to plan for the upcoming week and to review the previous
weeks lessons. Additionally, an evening presentation by an expert in the field of social emotional
learning will be offered during the period of the study. Act 48 credit will be awarded to
participants of the study at the conclusion of the nine weeks and for attendance at the evening
event. At the conclusion of the study, there will be a post-qualitative survey. All anecdotal
records and surveys will be secured in a locked file cabinet for at least three years in compliance
with federal regulations. Any use of the findings, in either publication or presentation, will
exclude identifying information.
If you are willing to participate in the study, please sign the consent form attached to this
document and return it to me. At the conclusion of the study, a summary of the findings will be
available to you upon request. Thank you for your consideration.
Principal Investigator: Dr. Barger-Anderson
richael.barger-ander@sru.edu
Professor
Department of Special Education

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Slippery Rock University of PA
This project was approved by the Slippery Rock University Institution Review Board on
December 15, 2021.

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APPENDIX D
Special Education Department
CONSENT TO PARTICPATE IN RESEARCH
Foundations for Establishing a Truama Informed School
Kristen D. White krd4691@sru.edu
1. WHAT IS THIS FORM?
This consent form will give you the information you will need to understand why this study is being
done and why you are being invited to participate. It will also describe what you will need to do to
participate and any known risks, inconveniences or discomforts that you may have while
participating. I encourage you to take some time to think this over and ask questions now and at any
other time. If you decide to participate, you will be asked to sign this form and you will be given a
copy for your records.
2. WHO IS ELIGIBLE TO PARTIPATE?
Participants must be at least 18 years old to participate and must be currently employed in a public
school setting.
3. WHAT IS THE PURPOSE OF THIS STUDY?
The purpose of this research study is to investigate the understanding of educators relating to the
topic of students that have experienced truma and the knowledge of the elements needed to
develop a Truama-Informed Approach in schools.
4. WHERE WILL THE STUDY TAKE PLACE AND HOW LONG WILL IT LAST?
Paricipants in the study will be asked to answer questions utilizing a Likert scale electronically.
Follow-up questions, if permitted will be audio recorded and your answers will be transcribed.
5. WHAT WILL YOU BE ASKED TO DO?
If you agree to take part in this study, you will be asked to complete a survey that relates to the
topic of your experiences and professional development relating to students that have Adverse
Childhood Truama. Additionally, you will be asked to provide personal reflections on your
knowledge of the elements needed to establish a trauma informed school climate. You may skip any
question you feel uncomfortable answering.

Initials: ______

6. WHAT ARE THE POTENTIAL BENEFITS OF BEING IN THIS STUDY?

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By participating in this study you are contributing to the research supporting students that have
endured Adverse Childhood Experiences and Trauma. Additionally, you will contribute to the
research needed to establish trauma informed practices in public schools.
7. WHAT ARE THE POTENTIAL RISKS OF BEING IN THIS STUDY?
There are no known risks associated with this research study; however, a possible inconvenicence
may be the time it takes to complete the study.
8. HOW WILL YOUR PERSONAL INFORMATION BE PROTECTED?
The following procedures will be used to protect the confidentiality of your study records. The audio
recordings and transcriptions, including any codes to your data, will be kept in a secure file cabinet
upon the completion of the transcription. Research records will be labeled with a code. A master key
that links names and codes will be maintained in a separate and secure location. The master key and
audiotapes will be destroyed 3 years after the close of the study. All electronic files containing
identifiable information will be on a password protected desktop computer in my locked office. Any
computer hosting such files will also have password protection to prevent access by unauthorized
users.
Initials: ______
I will be the only researcher to have access to the passwords. At the conclusion of this study, the
researcher may publish the findings. Information will be presented in summary format and you will
not be identified in any publications or presentations.

9. WILL YOUR RECEIVE ANY INCENTIVE OR COMPENSATION FOR TAKING PART IN THIS STUDY?
There is no compensation for your participation in this study.
10. WHAT IF YOU HAVE QUESTIONS?
Take as long as you like before you make a decision. I will be happy to answer any questions you
have about this study.
11. CAN YOU STOP BEING IN THE STUDY?

You do not have to be in this study if you do not want to. If you agree to be in the study, but
later change your mind, you may drop out at any time. There are no penalties or
consequences of any kind if you decide that you do not want to participate.
12. WHAT IF YOU EXPERIENCE PROBLEMS RELATED TO BEING A RESEARCH SUBJECT?
Slippery Rock University does not have a program for compensating subjects for injury or
complications related to human subjects research, but I will assist you in getting treatment.
13. SUBJECT STATEMENT OF VOLUNTARY CONSENT
When signing this form, I am agreeing to voluntarily enter this study. I have had a chance to read this
consent form, and it was explained to me in a language which I use and understand. I have had the

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opportunity to ask questions and receive satisfactory answers. I understand that I can withdraw at any
time. A copy of this signed Informed Consent Form has been given to me.

Initials: ______

_________________________
Participant Signature

________________________
Print Name

_________________
Date

By signing below I indicate that the participant has read and, to the best of my knowledge, understands
the details contained in this document and has been given a copy.

_________________________
Signature of Person
Obtaining Consent

_________________________
Print Name

_________________
Date