Date of Award
4-25-2026
Document Type
Non Thesis
Degree Name
Master of Arts in Education
Department
Education
Program
Education with Emphasis in English as a Second Language
Capstone Instructor
Robin Percival
Second Reader
Meagan Reissy
Keywords
Trauma, Immigration, English as a Second Language, immigration related trauma, trauma informed interventions
Abstract
This Capstone examined the impact of immigration-related trauma on the academic learning and social-emotional development of K–12 English as a Second Language students. Based on existing research and educational models, the Capstone explored how experiences such as displacement, cultural adjustment, and past adversity influenced students’ motivation, classroom participation, language acquisition, and emotional regulation. The findings continually highlighted the complex ways trauma could both hinder and shape learning, often resulting in challenges with engagement, trust, and self-advocacy in school environments. While at the same time, the research identified key protective factors, including supportive teacher-student relationships, culturally responsive teaching practices, and trauma-informed interventions that fostered resilience and promoted academic success. The research also highlighted the importance of equipping educators with the knowledge and strategies that were necessary to create inclusive, safe, and responsive learning environments that continually meet the diverse needs of ESL students affected by trauma