An Evaluation of the Trauma-Informed Approach Implemented at a Title I Elementary School assesses the merits of the implementation of an intervention to support the social emotional ability and stability of students within elementary schools; called the Trauma Informed Approach. Many children attending elementary schools bring diverse and complex experiences to the classroom setting. Students with multiple adverse childhood experiences attend the educational system. Many students have a more difficult time concentrating and succeeding due to anxiety and lack of physiological needs being met. These needs must be met to secure positive learning gains for these students.
For data gathering tools, I surveyed teachers and school counselors and conducted interviews with teachers, administrators, and school counselors, as well as observed teachers. The results of the study indicated that many staff members request additional training on trauma-informed practices, support for implementation, and time to plan and practice. During my Change Leadership Plan study, I found that there was a necessary need to improve the training protocol, support systems, and time management resources. In reviewing my data results, I found a need for a policy amendment for mandatory training for teachers through state level inclusion of trauma-informed competencies in recertification requirement criteria. I further contend in my policy amendment that district and school leadership support trauma-informed competencies by monitoring and coaching teachers during teacher implementation of trauma-informed practices currently included in the allocated funds dedicated to training.
","abstract_html":"<p><em>An Evaluation of the Trauma-Informed Approach Implemented at a Title I Elementary School</em> assesses the merits of the implementation of an intervention to support the social emotional ability and stability of students within elementary schools; called the Trauma Informed Approach. Many children attending elementary schools bring diverse and complex experiences to the classroom setting. Students with multiple adverse childhood experiences attend the educational system. Many students have a more difficult time concentrating and succeeding due to anxiety and lack of physiological needs being met. These needs must be met to secure positive learning gains for these students.</p> <p>For data gathering tools, I surveyed teachers and school counselors and conducted interviews with teachers, administrators, and school counselors, as well as observed teachers. The results of the study indicated that many staff members request additional training on trauma-informed practices, support for implementation, and time to plan and practice. During my Change Leadership Plan study, I found that there was a necessary need to improve the training protocol, support systems, and time management resources. In reviewing my data results, I found a need for a policy amendment for mandatory training for teachers through state level inclusion of trauma-informed competencies in recertification requirement criteria. I further contend in my policy amendment that district and school leadership support trauma-informed competencies by monitoring and coaching teachers during teacher implementation of trauma-informed practices currently included in the allocated funds dedicated to training.</p>","abstract_has_math":false,"creators":["Vazquez, Aleli"],"institution":null,"degree_name":"Ed.D. Doctor of Education","degree_level":"Dissertation - Public Access","degree_discipline":"Educational Leadership","degree_department":null,"school":null,"contributors":["Dr. Tamara Cornwell","Dr. Jenifer Neal","Dr. Carla Sparks"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2020,"date_issued":"2020-12-01T08:00:00Z","date_published":"2020-12-01T08:00:00Z","updated_at":"2026-07-24T03:20:57Z","subjects":["trauma-informed","social emotional","whole child","education","mental health","ACE","Disability and Equity in Education","Educational Administration and Supervision","Social and Behavioral Sciences","Student Counseling and Personnel Services"],"languages":[],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://digitalcommons.nl.edu/diss/537","outbound_label":"Repository record","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Dr. Tamara Cornwell","Dr. Jenifer Neal","Dr. Carla Sparks"]},{"key":"dc:creator","label":"Author","values":["Vazquez, Aleli"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.available","label":"Dc Date Available","values":["2020-12-22T08:00:00Z"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Educational Leadership"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Dissertation - Public Access"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Ed.D. Doctor of Education"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["trauma-informed","social emotional","whole child","education","mental health","ACE","Disability and Equity in Education","Educational Administration and Supervision","Social and Behavioral Sciences","Student Counseling and Personnel Services"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://digitalcommons.nl.edu/diss/537"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["An Evaluation of the Trauma-Informed Approach Implemented at a Title I Elementary School assesses the merits of the implementation of an intervention to support the social emotional ability and stability of students within elementary schools; called the Trauma Informed Approach. Many children attending elementary schools bring diverse and complex experiences to the classroom setting. Students with multiple adverse childhood experiences attend the educational system. Many students have a more difficult time concentrating and succeeding due to anxiety and lack of physiological needs being met. These needs must be met to secure positive learning gains for these students.
For data gathering tools, I surveyed teachers and school counselors and conducted interviews with teachers, administrators, and school counselors, as well as observed teachers. The results of the study indicated that many staff members request additional training on trauma-informed practices, support for implementation, and time to plan and practice. During my Change Leadership Plan study, I found that there was a necessary need to improve the training protocol, support systems, and time management resources. In reviewing my data results, I found a need for a policy amendment for mandatory training for teachers through state level inclusion of trauma-informed competencies in recertification requirement criteria. I further contend in my policy amendment that district and school leadership support trauma-informed competencies by monitoring and coaching teachers during teacher implementation of trauma-informed practices currently included in the allocated funds dedicated to training.
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For data gathering tools, I surveyed teachers and school counselors and conducted interviews with teachers, administrators, and school counselors, as well as observed teachers. The results of the study indicated that many staff members request additional training on trauma-informed practices, support for implementation, and time to plan and practice. During my Change Leadership Plan study, I found that there was a necessary need to improve the training protocol, support systems, and time management resources. In reviewing my data results, I found a need for a policy amendment for mandatory training for teachers through state level inclusion of trauma-informed competencies in recertification requirement criteria. I further contend in my policy amendment that district and school leadership support trauma-informed competencies by monitoring and coaching teachers during teacher implementation of trauma-informed practices currently included in the allocated funds dedicated to training.
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