Date of Award

8-26-2026

Document Type

Non Thesis

Degree Name

Master of Arts in Education

Department

Education

Program

Trauma and Resilience in Educational Settings

Capstone Instructor

Dr. Brian Boothe

Second Reader

Professor Theresa Marty

Keywords

Restorative Practices, Resilience, Childhood Trauma, Relational Health, Relationships, Social Emotional Learning

Abstract

This paper examined how restorative practices may promote resilience among trauma-impacted elementary school students. Fifteen peer-reviewed studies were analyzed to address the following research question: How do restorative practices promote resilience among trauma-impacted students in elementary schools? Three consistent themes emerged from the literature: relationship building and relational safety, school connectedness and belonging, and emotional regulation and co-regulation. These themes represent crucial protective factors associated with resilience among children who have experienced trauma. Although resilience was not directly measured in most of the studies reviewed, the findings consistently suggested that restorative practices may strengthen the relational, social, and emotional conditions that support resilience. The findings also highlight a need for longitudinal research that directly measures resilience among elementary students and examines the sustained effects of restorative practices over time. Through thoughtful, sustained, and systematic implementation, restorative practices have the potential to strengthen these protective factors and contribute to supportive, healing-centered school environments for trauma-impacted elementary students.

Keywords: Restorative Practices, Resilience, Childhood Trauma, Relational Health

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