This research study offers an exploratory examination into the lived experiences of educational leaders managing the implementation and facilitation of Trauma-Skilled Schools (TSS) in the post-COVID-19 pandemic context. This study details the unique challenges and opportunities experienced while planning and executing TSS, aiming to equip school staff to better address trauma-affected behaviors. Utilizing case study methods, including in-depth interviews and document analysis, this research uncovers practices, strategies, and challenges, offering an insider's perspective on leading TSS initiatives. Findings indicate a necessity for comprehensive, job-embedded professional learning, continuous support from educational leadership, and organizational change in school policy, practice, and mindset, contributing to the growing body of literature on trauma-informed practices in education. The study features the pivotal role of educational leaders in effectively incorporating trauma-skilled interventions, illuminating the complexities involved, and offering guidance for future applications. This case study serves as an example of the potential of TSS in shaping resilient educational communities, thereby shaping the future trajectory of education in the face of global crises.
","abstract_html":"<p>This research study offers an exploratory examination into the lived experiences of educational leaders managing the implementation and facilitation of Trauma-Skilled Schools (TSS) in the post-COVID-19 pandemic context. This study details the unique challenges and opportunities experienced while planning and executing TSS, aiming to equip school staff to better address trauma-affected behaviors. Utilizing case study methods, including in-depth interviews and document analysis, this research uncovers practices, strategies, and challenges, offering an insider's perspective on leading TSS initiatives. Findings indicate a necessity for comprehensive, job-embedded professional learning, continuous support from educational leadership, and organizational change in school policy, practice, and mindset, contributing to the growing body of literature on trauma-informed practices in education. The study features the pivotal role of educational leaders in effectively incorporating trauma-skilled interventions, illuminating the complexities involved, and offering guidance for future applications. This case study serves as an example of the potential of TSS in shaping resilient educational communities, thereby shaping the future trajectory of education in the face of global crises.</p>","abstract_has_math":false,"creators":["Scott, Robyn"],"institution":null,"degree_name":"Doctor of Education in Educational Leadership for Learning Dissertations","degree_level":"Dissertation","degree_discipline":"Educational Leadership","degree_department":null,"school":null,"contributors":["Dr. Megan Adams","Dr. Nicholas Clegorne"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2023,"date_issued":"2023-10-10T07:00:00Z","date_published":"2023-10-10T07:00:00Z","updated_at":"2026-07-24T02:44:06Z","subjects":["educational leadership","trauma-skilled schools","case-study"],"languages":[],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://digitalcommons.kennesaw.edu/educleaddoc_etd/41","outbound_label":"Repository record","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Dr. Megan Adams","Dr. Nicholas Clegorne"]},{"key":"dc:creator","label":"Author","values":["Scott, Robyn"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"thesis:degree_discipline","label":"Discipline","values":["Educational Leadership"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Dissertation"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Doctor of Education in Educational Leadership for Learning Dissertations"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["educational leadership","trauma-skilled schools","case-study"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://digitalcommons.kennesaw.edu/educleaddoc_etd/41"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["This research study offers an exploratory examination into the lived experiences of educational leaders managing the implementation and facilitation of Trauma-Skilled Schools (TSS) in the post-COVID-19 pandemic context. This study details the unique challenges and opportunities experienced while planning and executing TSS, aiming to equip school staff to better address trauma-affected behaviors. Utilizing case study methods, including in-depth interviews and document analysis, this research uncovers practices, strategies, and challenges, offering an insider's perspective on leading TSS initiatives. Findings indicate a necessity for comprehensive, job-embedded professional learning, continuous support from educational leadership, and organizational change in school policy, practice, and mindset, contributing to the growing body of literature on trauma-informed practices in education. The study features the pivotal role of educational leaders in effectively incorporating trauma-skilled interventions, illuminating the complexities involved, and offering guidance for future applications. This case study serves as an example of the potential of TSS in shaping resilient educational communities, thereby shaping the future trajectory of education in the face of global crises.
"]},{"key":"dc:title","label":"Title","values":["Trauma-Informed Educational Leadership: A Case Study"]}]}],"canonical_facts":{"dc:contributor":["Dr. Megan Adams","Dr. Nicholas Clegorne"],"dc:creator":["Scott, Robyn"],"dc:description.abstract":["This research study offers an exploratory examination into the lived experiences of educational leaders managing the implementation and facilitation of Trauma-Skilled Schools (TSS) in the post-COVID-19 pandemic context. This study details the unique challenges and opportunities experienced while planning and executing TSS, aiming to equip school staff to better address trauma-affected behaviors. Utilizing case study methods, including in-depth interviews and document analysis, this research uncovers practices, strategies, and challenges, offering an insider's perspective on leading TSS initiatives. Findings indicate a necessity for comprehensive, job-embedded professional learning, continuous support from educational leadership, and organizational change in school policy, practice, and mindset, contributing to the growing body of literature on trauma-informed practices in education. The study features the pivotal role of educational leaders in effectively incorporating trauma-skilled interventions, illuminating the complexities involved, and offering guidance for future applications. This case study serves as an example of the potential of TSS in shaping resilient educational communities, thereby shaping the future trajectory of education in the face of global crises.
"],"dc:identifier":["https://digitalcommons.kennesaw.edu/educleaddoc_etd/41"],"dc:subject":["educational leadership","trauma-skilled schools","case-study"],"dc:title":["Trauma-Informed Educational Leadership: A Case Study"],"thesis:degree_discipline":["Educational Leadership"],"thesis:degree_level":["Dissertation"],"thesis:degree_name":["Doctor of Education in Educational Leadership for Learning Dissertations"]},"updated_at":"2026-07-24T02:44:06Z"}