{"id":{"repo_id":"vt","oai_identifier":"oai:vtechworks.lib.vt.edu:10919/137628"},"canonical_url":"https://search.dev.ndltd.org/etd/vt/oai:vtechworks.lib.vt.edu:10919/137628","repository":{"repo_id":"vt","name":"Virginia Tech","base_url":"https://vtechworks.lib.vt.edu/oai/request"},"display":{"title":"Student Changes in Growth Mindset, Social Awareness, and Supportive Relationship Perception in a Trauma-Sensitive School During the COVID-19 Pandemic","abstract":"Trauma-sensitive practices in schools are necessary to address the widespread prevalence of childhood adversity and its impact on cognitive, social, and emotional development. Trauma-sensitive schools integrate social and emotional learning to create safe, supportive, and equitable learning environments for all students. With the COVID-19 pandemic amplifying existing experiences of adversity and potentially creating new experiences of trauma, schools face the challenge of strengthening existing trauma-sensitive practices to build resilience and mitigate the impact of trauma on students. Consideration of student perceptions is one aspect of enhancing trauma-sensitive educational practice delivery. This study examines changes in key elements of social and emotional learning (i.e., student growth mindset, social awareness, and perceptions of supportive relationships) at West Elementary, a trauma-sensitive school, during Fall 2020, Spring 2021, and Fall 2021, using data from the Panorama Social-Emotional Learning survey. This study also explores changes among students receiving special education services, English language learners (ELLs), gender, race/ethnicity category, and virtual attendance status. Analyses found that gender may influence students' development in social awareness, while other demographic factors, such as receiving virtual instruction and special education services, did not show significant impact. These findings provide insight into improving trauma-sensitive practices and social and emotional learning in education. Keywords: trauma-sensitive schools, COVID-19 pandemic, resilience, social and emotional learning,","abstract_html":"Trauma-sensitive practices in schools are necessary to address the widespread prevalence of childhood adversity and its impact on cognitive, social, and emotional development. Trauma-sensitive schools integrate social and emotional learning to create safe, supportive, and equitable learning environments for all students. With the COVID-19 pandemic amplifying existing experiences of adversity and potentially creating new experiences of trauma, schools face the challenge of strengthening existing trauma-sensitive practices to build resilience and mitigate the impact of trauma on students. Consideration of student perceptions is one aspect of enhancing trauma-sensitive educational practice delivery. This study examines changes in key elements of social and emotional learning (i.e., student growth mindset, social awareness, and perceptions of supportive relationships) at West Elementary, a trauma-sensitive school, during Fall 2020, Spring 2021, and Fall 2021, using data from the Panorama Social-Emotional Learning survey. This study also explores changes among students receiving special education services, English language learners (ELLs), gender, race/ethnicity category, and virtual attendance status. Analyses found that gender may influence students' development in social awareness, while other demographic factors, such as receiving virtual instruction and special education services, did not show significant impact. These findings provide insight into improving trauma-sensitive practices and social and emotional learning in education. 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Trauma-sensitive schools integrate social and emotional learning to create safe, supportive, and equitable learning environments for all students. With the COVID-19 pandemic amplifying existing experiences of adversity and potentially creating new experiences of trauma, schools face the challenge of strengthening existing trauma-sensitive practices to build resilience and mitigate the impact of trauma on students. Consideration of student perceptions is one aspect of enhancing trauma-sensitive educational practice delivery. This study examines changes in key elements of social and emotional learning (i.e., student growth mindset, social awareness, and perceptions of supportive relationships) at West Elementary, a trauma-sensitive school, during Fall 2020, Spring 2021, and Fall 2021, using data from the Panorama Social-Emotional Learning survey. This study also explores changes among students receiving special education services, English language learners (ELLs), gender, race/ethnicity category, and virtual attendance status. Analyses found that gender may influence students' development in social awareness, while other demographic factors, such as receiving virtual instruction and special education services, did not show significant impact. These findings provide insight into improving trauma-sensitive practices and social and emotional learning in education. Keywords: trauma-sensitive schools, COVID-19 pandemic, resilience, social and emotional learning,"]},{"key":"dc:description.abstractgeneral","label":"General Abstract","values":["Many children face difficult or traumatic experiences that can affect how they think, learn, and relate to others. Schools that use trauma-sensitive practices aim to create safe, supportive environments where every student can succeed academically, socially, and emotionally. Social and emotional learning (SEL) is a key part of this work, helping students build skills like understanding themselves, working well with others, and maintaining positive relationships. When the COVID-19 pandemic disrupted schools, it not only increased stress for many students but also introduced new challenges, such as remote learning and social isolation. This study looked at how students at West Elementary, a trauma-sensitive school, developed in three areas of SEL including growth mindset, social awareness, and supportive relationships over three school terms: Fall 2020, Spring 2021, and Fall 2021. The research also explored whether these changes differed for students in special education, English language learners (ELLs), different genders, racial/ethnic backgrounds, or learning virtually. The results showed that gender may play a role in how students develop social awareness, but other factors such as virtual learning or receiving special education services did not show a significant effect. These findings can help schools strengthen trauma-sensitive practices and better support students' social and emotional growth, especially during challenging times."]},{"key":"dc:description.degree","label":"Dc Description Degree","values":["Doctor of Philosophy"]},{"key":"dc:format.medium","label":"Dc Format Medium","values":["ETD"]},{"key":"dc:title","label":"Title","values":["Student Changes in Growth Mindset, Social Awareness, and Supportive Relationship Perception in a Trauma-Sensitive School During the COVID-19 Pandemic"]}]}],"canonical_facts":{"dc:contributor.committeechair":["Bodenhorn, Nancy E.","Welfare, Laura Everhart"],"dc:contributor.committeemember":["Kniola, David John","Lawson, Gerard Francis","Grimes, Tameka O."],"dc:contributor.department":["Education, Community College"],"dc:creator":["Smith, Brandy Leigh"],"dc:date.accessioned":["2025-09-06T08:00:16Z"],"dc:date.available":["2025-09-06T08:00:16Z"],"dc:date.issued":["2025-09-05"],"dc:description.abstract":["Trauma-sensitive practices in schools are necessary to address the widespread prevalence of childhood adversity and its impact on cognitive, social, and emotional development. 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This study also explores changes among students receiving special education services, English language learners (ELLs), gender, race/ethnicity category, and virtual attendance status. Analyses found that gender may influence students' development in social awareness, while other demographic factors, such as receiving virtual instruction and special education services, did not show significant impact. These findings provide insight into improving trauma-sensitive practices and social and emotional learning in education. Keywords: trauma-sensitive schools, COVID-19 pandemic, resilience, social and emotional learning,"],"dc:description.abstractgeneral":["Many children face difficult or traumatic experiences that can affect how they think, learn, and relate to others. Schools that use trauma-sensitive practices aim to create safe, supportive environments where every student can succeed academically, socially, and emotionally. Social and emotional learning (SEL) is a key part of this work, helping students build skills like understanding themselves, working well with others, and maintaining positive relationships. When the COVID-19 pandemic disrupted schools, it not only increased stress for many students but also introduced new challenges, such as remote learning and social isolation. This study looked at how students at West Elementary, a trauma-sensitive school, developed in three areas of SEL including growth mindset, social awareness, and supportive relationships over three school terms: Fall 2020, Spring 2021, and Fall 2021. The research also explored whether these changes differed for students in special education, English language learners (ELLs), different genders, racial/ethnic backgrounds, or learning virtually. The results showed that gender may play a role in how students develop social awareness, but other factors such as virtual learning or receiving special education services did not show a significant effect. These findings can help schools strengthen trauma-sensitive practices and better support students' social and emotional growth, especially during challenging times."],"dc:description.degree":["Doctor of Philosophy"],"dc:format.medium":["ETD"],"dc:identifier.other":["vt_gsexam:42440"],"dc:identifier.uri":["https://hdl.handle.net/10919/137628"],"dc:language.iso":["en"],"dc:publisher":["Virginia Tech"],"dc:rights":["In Copyright"],"dc:rights.uri":["http://rightsstatements.org/vocab/InC/1.0/"],"dc:subject":["growth mindset","social awareness","supportive relationships"],"dc:title":["Student Changes in Growth Mindset, Social Awareness, and Supportive Relationship Perception in a Trauma-Sensitive School During the COVID-19 Pandemic"],"dc:type":["Dissertation"],"thesis:degree_discipline":["Counselor Education"],"thesis:degree_level":["doctoral"],"thesis:degree_name":["Doctor of Philosophy"],"thesis:institution_name":["Virginia Polytechnic Institute and State University"]},"updated_at":"2026-07-22T22:18:50Z"}