“Can we keep blogging?”: Analyzing blogging in a grade six classroom as a trauma-informed practice for students and educators

Trauma-informed practice is a high-profile term in education, with multiple definitions and implementation strategies for classroom practice. Through phenomenological and case study methods, this study examines how one teacher uses blogging as a trauma-informed practice micro-move. Through blogging, trauma-informed practices address student safety, choice, and empowerment. The teacher changed trauma-informed practices based on student feedback from students' blogs. Results showed that blogging could be a trauma-informed practice. The teacher made subtle, yet powerful, changes in practice based on student feedback through blogging. More research is suggested for implementing trauma-informed micro-moves in the classroom and their impact on student well-being.

Name thesis:degree_name

Master of Arts (MA)

Discipline thesis:degree_discipline

Education

Grantor

University of Ontario Institute of Technology

Year dc:date.issued

2024

Author dc:creator

• Allum, Heidi M.

Advisor dc:contributor.advisor

• Laffier, Jennifer

• Trauma-informed care
• Trauma-informed practice
• Blogging
• Feedback
• Teacher practice

Language dc:language.iso

en

Handle dc:identifier.uri

https://hdl.handle.net/10155/1758

OAI identifier oai:identifier

oai:ontariotechu.scholaris.ca:10155/1758