Degree Date
12-2024
Document Type
Dissertation
Degree Name
Doctor of Education
Department
Education
First Advisor
Dr. Jana Hennen-Burr
Abstract
“Trauma during childhood has the potential to adversely affect one’s physical, cognitive, emotional, and social development across the lifespan” (Champine et al., 2021). Given the epidemic of trauma across the United States, it is statistically probable that teachers who serve in the trenches to provide safe, engaging, and nurturing environments for students are still suffering from the impacts of Adverse Childhood Experiences (Dunn, 2022). This qualitative grounded theory study sought to capture and highlight the experiences of 12 K-12 teachers who have experienced past childhood trauma and shed light on their experiences in the classroom day to day. Participants were found via the researcher’s educational network. A narrative-based, open-ended, twelve-question survey was sent to participants that allowed them to share their professional and personal perspectives on navigating trauma symptoms while being a teacher. Participants share their triggers, physical ailments, and extreme stressors. Their survey answers were analyzed utilizing the software ATLAS.ti, and themes were inductively derived. Within the data, themes included Adverse Childhood Experiences impact, Classroom Dynamics, Teacher Challenges, Barriers and Challenges, the Perception of Impact, and Trauma-Informed Practices for Adults. Participants divulged what they think would help them navigate unforeseen circumstances and what trauma-informed supports given to students would help them as adults function most optimally. These ideas centered on Listening, District and School Culture, and Training. The educational paradigm needs to shift to better meet the needs of teachers and thus better serve students. The result of this qualitative study centers on the need for positive, supportive workplace cultures.