Date of Award
3-19-2024
Document Type
Non Thesis
Degree Name
Master of Arts in Education
Department
Education
Program
Educational Leadership
Capstone Instructor
Doctor Brian Boothe
Second Reader
Doctor Oluwatoyin Akinde Fakuajo
Keywords
education, leadership, trauma-informed lens, restorative practices, professional development, implementation
Abstract
Abstract
This paper examined research on what is necessary for leaders to lead and create a school culture that supports students through a trauma-informed lens. This research looked for findings from multiple quantitative, qualitative, and mixed-methods studies which examined the importance of effective leadership, the necessity of professional development for educators, and the implementation of trauma-informed practices that will lead to student success. The research revealed specific factors that lead to beneficial leadership outcomes along with interconnectedness of purposeful and ongoing professional development and implementation of trauma-informed practice due to the fact that response to student behaviors is not intuitive. Further research is needed in longitudinal studies on the impact of trauma-informed professional development, comparative study on certain trauma-informed practice across different grade levels, the impact of community partnership in trauma-informed education, and cost- effectiveness of trauma-informed practices.
Keywords: culture, professional development, social-emotional learning, trauma- informed pedagogy
Recommended Citation
Van Clay, T. (2024). Leading Through a Trauma-Informed Lens (Thesis, Concordia University, St. Paul). Retrieved from https://digitalcommons.csp.edu/teacher-education_masters/96Included in
Educational Leadership Commons, Educational Methods Commons, Elementary and Middle and Secondary Education Administration Commons, Elementary Education Commons, Secondary Education Commons, Teacher Education and Professional Development Commons