Date of Award

4-28-2025

Document Type

Thesis

Degree Name

Master of Arts in Education

Department

Education

Program

Differentiated Instruction

Capstone Instructor

Brian Boothe

Second Reader

Tosca Grimm

Keywords

adverse childhood experiences, disruptive behavior, self-regulation, executive functioning, mindfulness, reprimands, behavior specific praise

Abstract

This paper examined past and recent research of the effects trauma has on a child’s brain, body, and behavior and how educators can support students experiencing these challenges by implementing mindfulness activities in the classroom and initiating praise. The research indicated that trauma can be the root problem of disruptive behavior in the classroom, because of a lack of self-regulation skills. The research continues by discussing how self-regulation skills can be taught through mindfulness practices, such as yoga, meditation, and deep breathing. Furthermore, the research goes on to explain how praise can further reduce the amount of disruptive behavior in the classroom, but often, educators are using reprimands more frequently. By having awareness of the effects trauma has on behavior, educators can best prepare for and support students by creating time in the school day for mindfulness activities and praising students when they show positive behaviors.

Included in

Education Commons

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