{"id":{"repo_id":"uiuc","oai_identifier":"oai:www.ideals.illinois.edu:2142/110437"},"canonical_url":"https://search.dev.ndltd.org/etd/uiuc/oai:www.ideals.illinois.edu:2142/110437","repository":{"repo_id":"uiuc","name":"University of Illinois - Urbana-Champaign","base_url":"https://www.ideals.illinois.edu/oai-pmh"},"display":{"title":"High school teacher understanding of student trauma and its impact in the classroom: A mixed-methods study","abstract":"In this body of work, the researcher examines trauma within the educational setting. By conducting a survey and in-depth interviews, the researcher looks to gain an understanding of teacher knowledge around trauma and its impacts in the classroom. More specifically, the study aims to understand teacher awareness around the trauma of racism and whether the school itself can induce trauma in learners. An in-depth discussion of trauma, its causes, effects, and implications on the brain and overall health are included in this work to provide the reader with the context necessary to understand why a working knowledge of this subject is vital for educators. Race and poverty are also examined as they are closely linked with trauma due to the potential of increased stress associated with the effects of poverty and systems of oppression existing in the United States. The purpose of this study is to provide district-level decision-makers with the necessary information to determine what types of future programming are needed to equip educators with the tools to provide a culturally competent, trauma-informed classroom. A proper understanding of what teachers believe about trauma and its implications is imperative for administrators to provide targeted, timely, and comprehensive forms of professional development.","abstract_html":"In this body of work, the researcher examines trauma within the educational setting. By conducting a survey and in-depth interviews, the researcher looks to gain an understanding of teacher knowledge around trauma and its impacts in the classroom. More specifically, the study aims to understand teacher awareness around the trauma of racism and whether the school itself can induce trauma in learners. An in-depth discussion of trauma, its causes, effects, and implications on the brain and overall health are included in this work to provide the reader with the context necessary to understand why a working knowledge of this subject is vital for educators. Race and poverty are also examined as they are closely linked with trauma due to the potential of increased stress associated with the effects of poverty and systems of oppression existing in the United States. The purpose of this study is to provide district-level decision-makers with the necessary information to determine what types of future programming are needed to equip educators with the tools to provide a culturally competent, trauma-informed classroom. A proper understanding of what teachers believe about trauma and its implications is imperative for administrators to provide targeted, timely, and comprehensive forms of professional development.","abstract_has_math":false,"creators":["Groth, Erin"],"institution":"University of Illinois at Urbana-Champaign","degree_name":"Ed.D.","degree_level":"Dissertation","degree_discipline":"Educ Policy, Orgzn & Leadrshp","degree_department":null,"school":null,"contributors":["Hood, Denice","Pak, Yoon","Hale, Jon","Mason, Curtis"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2021,"date_issued":"2021-09-17T01:10:40Z","date_published":"2021-09-17T01:10:40Z","updated_at":"2026-07-22T22:24:50Z","subjects":["trauma, professional development, trauma-informed, transgenerational trauma"],"languages":["en"],"rights":["Copyright 2021 Erin Groth"],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"http://hdl.handle.net/2142/110437","outbound_label":"Handle","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Hood, Denice","Pak, Yoon","Hale, Jon","Mason, Curtis"]},{"key":"dc:creator","label":"Author","values":["Groth, Erin"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date","label":"Dc Date","values":["2021-09-17T01:10:40Z","2021-04-06","2021-05"]},{"key":"dc:type","label":"Dc Type","values":["text","Thesis"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Educ Policy, Orgzn & Leadrshp"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Dissertation"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Ed.D."]},{"key":"thesis:institution_name","label":"Thesis Institution Name","values":["University of Illinois at Urbana-Champaign"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["trauma, professional development, trauma-informed, transgenerational trauma"]}]},{"id":"language_rights","label":"Language and Rights","entries":[{"key":"dc:language","label":"Dc Language","values":["en"]},{"key":"dc:rights","label":"Dc Rights","values":["Copyright 2021 Erin Groth"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["http://hdl.handle.net/2142/110437"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description","label":"Description","values":["In this body of work, the researcher examines trauma within the educational setting. By conducting a survey and in-depth interviews, the researcher looks to gain an understanding of teacher knowledge around trauma and its impacts in the classroom. More specifically, the study aims to understand teacher awareness around the trauma of racism and whether the school itself can induce trauma in learners. An in-depth discussion of trauma, its causes, effects, and implications on the brain and overall health are included in this work to provide the reader with the context necessary to understand why a working knowledge of this subject is vital for educators. Race and poverty are also examined as they are closely linked with trauma due to the potential of increased stress associated with the effects of poverty and systems of oppression existing in the United States. The purpose of this study is to provide district-level decision-makers with the necessary information to determine what types of future programming are needed to equip educators with the tools to provide a culturally competent, trauma-informed classroom. A proper understanding of what teachers believe about trauma and its implications is imperative for administrators to provide targeted, timely, and comprehensive forms of professional development.","Submission original under an indefinite embargo labeled 'Open Access'. The submission was exported from vireo on 2021-09-16 without embargo terms","The student, Erin Groth, accepted the attached license on 2021-04-05 at 11:45.","The student, Erin Groth, submitted this Dissertation for approval on 2021-04-05 at 11:55.","This Dissertation was approved for publication on 2021-04-06 at 13:47.","DSpace SAF Submission Ingestion Package generated from Vireo submission #16236 on 2021-09-16 at 16:40:29","Made available in DSpace on 2021-09-17T01:10:40Z (GMT). No. of bitstreams: 2 GROTH-DISSERTATION-2021.pdf: 2480345 bytes, checksum: e74ed634b9522e4239c049716bd4b849 (MD5) LICENSE.txt: 4207 bytes, checksum: 385d6029098475dbc59705e27e7163a8 (MD5) Previous issue date: 2021-04-06"]},{"key":"dc:format","label":"Dc Format","values":["application/pdf"]},{"key":"dc:title","label":"Title","values":["High school teacher understanding of student trauma and its impact in the classroom: A mixed-methods study"]}]}],"canonical_facts":{"dc:contributor":["Hood, Denice","Pak, Yoon","Hale, Jon","Mason, Curtis"],"dc:creator":["Groth, Erin"],"dc:date":["2021-09-17T01:10:40Z","2021-04-06","2021-05"],"dc:description":["In this body of work, the researcher examines trauma within the educational setting. By conducting a survey and in-depth interviews, the researcher looks to gain an understanding of teacher knowledge around trauma and its impacts in the classroom. More specifically, the study aims to understand teacher awareness around the trauma of racism and whether the school itself can induce trauma in learners. An in-depth discussion of trauma, its causes, effects, and implications on the brain and overall health are included in this work to provide the reader with the context necessary to understand why a working knowledge of this subject is vital for educators. Race and poverty are also examined as they are closely linked with trauma due to the potential of increased stress associated with the effects of poverty and systems of oppression existing in the United States. The purpose of this study is to provide district-level decision-makers with the necessary information to determine what types of future programming are needed to equip educators with the tools to provide a culturally competent, trauma-informed classroom. A proper understanding of what teachers believe about trauma and its implications is imperative for administrators to provide targeted, timely, and comprehensive forms of professional development.","Submission original under an indefinite embargo labeled 'Open Access'. The submission was exported from vireo on 2021-09-16 without embargo terms","The student, Erin Groth, accepted the attached license on 2021-04-05 at 11:45.","The student, Erin Groth, submitted this Dissertation for approval on 2021-04-05 at 11:55.","This Dissertation was approved for publication on 2021-04-06 at 13:47.","DSpace SAF Submission Ingestion Package generated from Vireo submission #16236 on 2021-09-16 at 16:40:29","Made available in DSpace on 2021-09-17T01:10:40Z (GMT). No. of bitstreams: 2 GROTH-DISSERTATION-2021.pdf: 2480345 bytes, checksum: e74ed634b9522e4239c049716bd4b849 (MD5) LICENSE.txt: 4207 bytes, checksum: 385d6029098475dbc59705e27e7163a8 (MD5) Previous issue date: 2021-04-06"],"dc:format":["application/pdf"],"dc:identifier":["http://hdl.handle.net/2142/110437"],"dc:language":["en"],"dc:rights":["Copyright 2021 Erin Groth"],"dc:subject":["trauma, professional development, trauma-informed, transgenerational trauma"],"dc:title":["High school teacher understanding of student trauma and its impact in the classroom: A mixed-methods study"],"dc:type":["text","Thesis"],"thesis:degree_discipline":["Educ Policy, Orgzn & Leadrshp"],"thesis:degree_level":["Dissertation"],"thesis:degree_name":["Ed.D."],"thesis:institution_name":["University of Illinois at Urbana-Champaign"]},"updated_at":"2026-07-22T22:24:50Z"}