{"id":{"repo_id":"uwo","oai_identifier":"oai:uwo.scholaris.ca:20.500.14721/26452"},"canonical_url":"https://search.dev.ndltd.org/etd/uwo/oai:uwo.scholaris.ca:20.500.14721/26452","repository":{"repo_id":"uwo","name":"Western University","base_url":"https://uwo.scholaris.ca/server/oai/request"},"display":{"title":"Balancing the Equation: Trauma-Informed Practices for Equity in Student Academic Achievement and Well-Being Outcomes","abstract":"Adverse childhood experiences and trauma can have detrimental effects on students' academic performance and overall well-being, often resulting in inequitable academic and social outcomes. The problem of practice addresses how to build capacity for trauma awareness and trauma-informed practices in educators to support students impacted by trauma and their classmates. The organization involved in this change process is a large, suburban elementary school in Ontario, serving students in kindergarten through to grade eight. The Dissertation-in-Practice provides a framework for educators to better support students impacted by adverse experiences and/or trauma, through the development of socio-emotional learning competencies and the provision of psychological safety within their classrooms. Transformative and trauma-informed leadership approaches will be embedded within a layered framework that combines the change path model and the Missouri model for trauma-informed schools and applied to the problem of practice. Possible solutions are presented and include job-embedded professional learning, a classroom-based socio-emotional learning program, and parent engagement to mitigate the impacts of adverse experiences and trauma and achieve an envisioned future state. The preferred solution engages educators and students through a classroom-based socio-emotional learning program and offers change agents the opportunity for collaborative capacity building, while providing immediate supports for students. Enhancing psychological safety within each classroom will provide opportunities for school-wide transformation that will mitigate the impacts of trauma and support equitable academic and well-being outcomes for all students. Keywords: Trauma, adverse childhood experiences, equity, socio-emotional learning, transformative leadership, trauma-informed leadership","abstract_html":"Adverse childhood experiences and trauma can have detrimental effects on students' academic performance and overall well-being, often resulting in inequitable academic and social outcomes. The problem of practice addresses how to build capacity for trauma awareness and trauma-informed practices in educators to support students impacted by trauma and their classmates. The organization involved in this change process is a large, suburban elementary school in Ontario, serving students in kindergarten through to grade eight. The Dissertation-in-Practice provides a framework for educators to better support students impacted by adverse experiences and/or trauma, through the development of socio-emotional learning competencies and the provision of psychological safety within their classrooms. Transformative and trauma-informed leadership approaches will be embedded within a layered framework that combines the change path model and the Missouri model for trauma-informed schools and applied to the problem of practice. Possible solutions are presented and include job-embedded professional learning, a classroom-based socio-emotional learning program, and parent engagement to mitigate the impacts of adverse experiences and trauma and achieve an envisioned future state. The preferred solution engages educators and students through a classroom-based socio-emotional learning program and offers change agents the opportunity for collaborative capacity building, while providing immediate supports for students. Enhancing psychological safety within each classroom will provide opportunities for school-wide transformation that will mitigate the impacts of trauma and support equitable academic and well-being outcomes for all students. Keywords: Trauma, adverse childhood experiences, equity, socio-emotional learning, transformative leadership, trauma-informed leadership","abstract_has_math":false,"creators":["McNeilage-Van De Wiele, Erin M."],"institution":null,"degree_name":"Doctor of Education","degree_level":null,"degree_discipline":"Education","degree_department":null,"school":null,"contributors":[],"advisors":["Lowrey (Scott), John","MacKinnon, Ken"],"committee_chairs":[],"committee_members":[],"year":2024,"date_issued":"2024-07-13","date_published":"2024-07-13","updated_at":"2026-07-27T21:56:14Z","subjects":["Trauma","Adverse Childhood Experiences","Equity","Socio-Emotional Learning","Transformative Leadership","Trauma-Informed Leadership"],"languages":["en_ca"],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://hdl.handle.net/20.500.14721/26452","outbound_label":"Handle","outbound_source":"dc:identifier.uri"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor.advisor","label":"Advisor","values":["Lowrey (Scott), John","MacKinnon, Ken"]},{"key":"dc:creator","label":"Author","values":["McNeilage-Van De Wiele, Erin M."]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.accessioned","label":"Dc Date Accessioned","values":["2025-06-30T18:46:57Z"]},{"key":"dc:date.available","label":"Dc Date Available","values":["2025-06-30T18:46:57Z"]},{"key":"dc:date.issued","label":"Date","values":["2024-07-13"]},{"key":"dc:type","label":"Dc Type","values":["thesis"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Education"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Doctor of Education"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["Trauma","Adverse Childhood Experiences","Equity","Socio-Emotional Learning","Transformative Leadership","Trauma-Informed Leadership"]}]},{"id":"language_rights","label":"Language and Rights","entries":[{"key":"dc:language.iso","label":"Language (ISO)","values":["en_ca"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier.uri","label":"Identifier URI","values":["https://hdl.handle.net/20.500.14721/26452"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description","label":"Description","values":["The thesis cover page in the PDF document includes references to Western University’s previous institutional repository platform, known as Scholarship@Western, and links to that platform (beginning with ir.lib.uwo.ca). In citing or referring to this thesis, use the DOI or handle from this page instead. Sample citation: Author name, \"Thesis title.\" (Year). Western University Open Repository. https://doi.org/10.71858/123456."]},{"key":"dc:description.abstract","label":"Abstract","values":["Adverse childhood experiences and trauma can have detrimental effects on students' academic performance and overall well-being, often resulting in inequitable academic and social outcomes. The problem of practice addresses how to build capacity for trauma awareness and trauma-informed practices in educators to support students impacted by trauma and their classmates. The organization involved in this change process is a large, suburban elementary school in Ontario, serving students in kindergarten through to grade eight. The Dissertation-in-Practice provides a framework for educators to better support students impacted by adverse experiences and/or trauma, through the development of socio-emotional learning competencies and the provision of psychological safety within their classrooms. Transformative and trauma-informed leadership approaches will be embedded within a layered framework that combines the change path model and the Missouri model for trauma-informed schools and applied to the problem of practice. Possible solutions are presented and include job-embedded professional learning, a classroom-based socio-emotional learning program, and parent engagement to mitigate the impacts of adverse experiences and trauma and achieve an envisioned future state. The preferred solution engages educators and students through a classroom-based socio-emotional learning program and offers change agents the opportunity for collaborative capacity building, while providing immediate supports for students. Enhancing psychological safety within each classroom will provide opportunities for school-wide transformation that will mitigate the impacts of trauma and support equitable academic and well-being outcomes for all students. Keywords: Trauma, adverse childhood experiences, equity, socio-emotional learning, transformative leadership, trauma-informed leadership"]},{"key":"dc:title","label":"Title","values":["Balancing the Equation: Trauma-Informed Practices for Equity in Student Academic Achievement and Well-Being Outcomes"]}]}],"canonical_facts":{"dc:contributor.advisor":["Lowrey (Scott), John","MacKinnon, Ken"],"dc:creator":["McNeilage-Van De Wiele, Erin M."],"dc:date.accessioned":["2025-06-30T18:46:57Z"],"dc:date.available":["2025-06-30T18:46:57Z"],"dc:date.issued":["2024-07-13"],"dc:description":["The thesis cover page in the PDF document includes references to Western University’s previous institutional repository platform, known as Scholarship@Western, and links to that platform (beginning with ir.lib.uwo.ca). In citing or referring to this thesis, use the DOI or handle from this page instead. Sample citation: Author name, \"Thesis title.\" (Year). 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