The single most impactful person in a student’s life is his or her teacher, and the relationships that are cultivated within a teacher’s classroom are lasting. When teachers bring adverse childhood experiences (ACEs) into the classroom, the influence of these traumatic events may have an effect on the development of teacher-student relationships. To better understand the potential relationships between teachers with two or more ACEs and their students, a qualitative case study guided by the following research questions was conducted: 1) What are teachers’ perceptions of the development of relationships with students when the teacher has experienced at least two adverse childhood experiences?, 2) What characteristics do teachers, who have at least two adverse childhood experiences, need to possess in order to establish their classroom climate and culture to build positive relationships with their students?. and 3) What impact do adverse childhood experiences have on emotional regulation, especially in regard to teacher-student relationships, when teachers have two or more ACEs? Phase 1 of the study included administering the Adverse Childhood Experiences Questionnaire. Seven participants met the criteria of having two or more ACEs and continued to phase 2, the Emotion Regulation Questionnaire, and then completed phase 3, one-on-one semi-structured interviews and written reflections. The findings reveled common beliefs, practices, and perceptions among the seven participants. All believed themselves to be wounded healers and were well versed in mindfulness techniques when presented with classroom conflicts. The participants’ abilities to be reflective and empathetic with their students led to more fluid, meaningful relationships.
","abstract_html":"<p>The single most impactful person in a student’s life is his or her teacher, and the relationships that are cultivated within a teacher’s classroom are lasting. When teachers bring adverse childhood experiences (ACEs) into the classroom, the influence of these traumatic events may have an effect on the development of teacher-student relationships. To better understand the potential relationships between teachers with two or more ACEs and their students, a qualitative case study guided by the following research questions was conducted: 1) What are teachers’ perceptions of the development of relationships with students when the teacher has experienced at least two adverse childhood experiences?, 2) What characteristics do teachers, who have at least two adverse childhood experiences, need to possess in order to establish their classroom climate and culture to build positive relationships with their students?. and 3) What impact do adverse childhood experiences have on emotional regulation, especially in regard to teacher-student relationships, when teachers have two or more ACEs? Phase 1 of the study included administering the Adverse Childhood Experiences Questionnaire. Seven participants met the criteria of having two or more ACEs and continued to phase 2, the Emotion Regulation Questionnaire, and then completed phase 3, one-on-one semi-structured interviews and written reflections. The findings reveled common beliefs, practices, and perceptions among the seven participants. All believed themselves to be wounded healers and were well versed in mindfulness techniques when presented with classroom conflicts. The participants’ abilities to be reflective and empathetic with their students led to more fluid, meaningful relationships.</p>","abstract_has_math":false,"creators":["Pasch, Whitney"],"institution":null,"degree_name":"Doctor of Education","degree_level":"Dissertation","degree_discipline":"Teacher Education","degree_department":null,"school":null,"contributors":["Dr. Jan G. Burcham","Dr. Tugce Gul","Dr. Jennifer Lovelace"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2022,"date_issued":"2022-01-01T08:00:00Z","date_published":"2022-01-01T08:00:00Z","updated_at":"2026-07-24T01:45:08Z","subjects":["Classroom Management","Wounded Healer","Adverse Childhood Experiences","Mindfulness","Expression Suppressive","Cognitive Reappraisal","Emotion Regulation","Education","Educational Assessment, Evaluation, and Research","Educational Leadership","Educational Psychology"],"languages":["English"],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://csuepress.columbusstate.edu/theses_dissertations/532","outbound_label":"Repository record","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Dr. Jan G. 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When teachers bring adverse childhood experiences (ACEs) into the classroom, the influence of these traumatic events may have an effect on the development of teacher-student relationships. To better understand the potential relationships between teachers with two or more ACEs and their students, a qualitative case study guided by the following research questions was conducted: 1) What are teachers’ perceptions of the development of relationships with students when the teacher has experienced at least two adverse childhood experiences?, 2) What characteristics do teachers, who have at least two adverse childhood experiences, need to possess in order to establish their classroom climate and culture to build positive relationships with their students?. and 3) What impact do adverse childhood experiences have on emotional regulation, especially in regard to teacher-student relationships, when teachers have two or more ACEs? Phase 1 of the study included administering the Adverse Childhood Experiences Questionnaire. Seven participants met the criteria of having two or more ACEs and continued to phase 2, the Emotion Regulation Questionnaire, and then completed phase 3, one-on-one semi-structured interviews and written reflections. The findings reveled common beliefs, practices, and perceptions among the seven participants. All believed themselves to be wounded healers and were well versed in mindfulness techniques when presented with classroom conflicts. The participants’ abilities to be reflective and empathetic with their students led to more fluid, meaningful relationships.
"]},{"key":"dc:title","label":"Title","values":["Adverse Childhood Experiences and Teacher-Student Relationships"]}]}],"canonical_facts":{"dc:contributor":["Dr. Jan G. Burcham","Dr. Tugce Gul","Dr. Jennifer Lovelace"],"dc:creator":["Pasch, Whitney"],"dc:date.available":["2024-08-01T07:00:00Z"],"dc:description.abstract":["The single most impactful person in a student’s life is his or her teacher, and the relationships that are cultivated within a teacher’s classroom are lasting. When teachers bring adverse childhood experiences (ACEs) into the classroom, the influence of these traumatic events may have an effect on the development of teacher-student relationships. To better understand the potential relationships between teachers with two or more ACEs and their students, a qualitative case study guided by the following research questions was conducted: 1) What are teachers’ perceptions of the development of relationships with students when the teacher has experienced at least two adverse childhood experiences?, 2) What characteristics do teachers, who have at least two adverse childhood experiences, need to possess in order to establish their classroom climate and culture to build positive relationships with their students?. and 3) What impact do adverse childhood experiences have on emotional regulation, especially in regard to teacher-student relationships, when teachers have two or more ACEs? Phase 1 of the study included administering the Adverse Childhood Experiences Questionnaire. Seven participants met the criteria of having two or more ACEs and continued to phase 2, the Emotion Regulation Questionnaire, and then completed phase 3, one-on-one semi-structured interviews and written reflections. The findings reveled common beliefs, practices, and perceptions among the seven participants. All believed themselves to be wounded healers and were well versed in mindfulness techniques when presented with classroom conflicts. The participants’ abilities to be reflective and empathetic with their students led to more fluid, meaningful relationships.
"],"dc:identifier":["https://csuepress.columbusstate.edu/theses_dissertations/532"],"dc:language":["English"],"dc:subject":["Classroom Management","Wounded Healer","Adverse Childhood Experiences","Mindfulness","Expression Suppressive","Cognitive Reappraisal","Emotion Regulation","Education","Educational Assessment, Evaluation, and Research","Educational Leadership","Educational Psychology"],"dc:title":["Adverse Childhood Experiences and Teacher-Student Relationships"],"thesis:degree_discipline":["Teacher Education"],"thesis:degree_level":["Dissertation"],"thesis:degree_name":["Doctor of Education"]},"updated_at":"2026-07-24T01:45:08Z"}