Hamline University DigitalCommons@Hamline School of Education Student Capstone Theses School of Education and Dissertations Fall 12-31-2019 Trauma-informed Whole School Approach: A Case Study Melissa Erickson Hamline University Follow this and additional works at: https://digitalcommons.edu/hse_all Part of the Education Commons Recommended Citation Erickson, Melissa, "Trauma-informed Whole School Approach: A Case Study" (2019). School of Education Student Capstone Theses and Dissertations.edu/hse_all/4479 This Dissertation is brought to you for free and open access by the School of Education at DigitalCommons@Hamline. It has been accepted for inclusion in School of Education Student Capstone Theses and Dissertations by an authorized administrator of DigitalCommons@Hamline. For more information, please contact digitalcommons@hamline.edu, wstraub01@hamline.edu, modea02@hamline.
1 TRAUMA-INFORMED WHOLE SCHOOL APPROACH: A CASE STUDY by Melissa Erickson A dissertation submitted in partial fulfillment of the requirements for the degree of Doctorate in Education. Hamline University Saint Paul, Minnesota November 2019 Dissertation Chair: Trish Harvey Reader: Megan Septer Reader: Kristin Krych 2 Copyright by Melissa Elaine Erickson 2019 All Rights Reserved 3 DEDICATION I dedicate this dissertation in honor of my two children, Devin and Adam, and my extended family and friends who supported me in my journey. 4 ACKNOWLEDGMENTS Thank-you to my mom Karen and two boys, Devin and Adam, for your daily support and encouragement, that was the fuel that propelled me forward. A special thank-you to Trish Harvey, for your expertise and timely feedback.
You challenged, encouraged, and supported me throughout this process making me a better researcher. Thank-you to my Dissertation Committee, Trish Harvey, Megan Septar, and Krisin Krych for your wisdom and expertise. I am inspired by your dedication to my topic and guidance through the writing process. To my research participants, I appreciate your willingness to participate and engage in the conversations around trauma.
Your willingness to be candid with your thoughts and experiences adds to the larger context of our profession. I feel fortunate to work with a wonderful district and dedicated staff that care so passionately about kids. Last but not least, a special thank-you goes out to Jessica Murphey. I feel lucky and honored that we were able to take this journey together.
This has been one of the top moments we have shared throughout the years. You inspire me every day and I am fortunate to call you friend! I look forward to the continued work we will do together. 5 TABLE OF CONTENTS CHAPTER ONE ……………………………………………………………………….13 Statement of Problem ……………………………………………………………….15 Purpose of the Study ………………………………………………………………. 18 My Belief …………………………………………………………………………… 19 My Background …………………………………………………………………….25 Context and Importance ……………………………………………………………….27 Rationale of this study ……………………………………………………………… 27 Vocabulary ………………………………………………………………………….31 What is next? …………………………………………………………………………….
34 Adverse Childhood Experience Study (ACE) ……………………………………. 35 6 Categories of Trauma ……………………………………………………………….36 Neurobiology and the Developing Brain …………………………………………… 37 Impact on the school environment ………………………………………………….43 Trauma-Sensitive Schools ………………………………………………………………. 48 Academic Instruction for Traumatized Children ………………………………………. 50 Positive Classroom Culture ………………………………………………………… 52 Intentional Instruction ……………………………………………………………….
62 Leading Trauma-Sensitive School Policy ……………………………………………… 64 Federal Policy ……………………………………………………………………… 64 State Policy ………………………………………………………………………… 65 Trauma-Sensitive Policy …………………………………………………………. 68 What is Next ……………………………………………………………………………. 71 Methodology: A Case Study …………………………………………………………….71 Research Paradigm and Rationale …………………………………………………. 73 Significance of the Study …………………………………………………………… 73 Setting and Participants …………………………………………………………….
79 Grounded Theory …………………………………………………………………… 84 Data Analysis ………………………………………………………………………. 84 Internal Review Board (IRB) Approval ……………………………………………. 86 What is Next …………………………………………………………………………….88 Overview of Results ………………………………………………………………. 89 Seven Pillars of Trauma-Informed Practice ……………………………………….96 Teacher Survey Conclusion ……………………………………………………….120 Seven Pillars of Trauma-Informed: Principals …………………………………….
121 Principal Survey Conclusion ……………………………………………………….132 8 Data Document Collection …………………………………………………………….143 Trauma that Impacted Students …………………………………………………… 144 Teachers Work with Students in Trauma ………………………………………….145 Schools System of Support for Staff and Students ………………………………. 144 Focus Group Conclusion …………………………………………………………. 146 Case Study: Conclusion ………………………………………………………………. 146 What is Next ………………………………………………………………………….
146 Connections to Literature ………………………………………………………….150 Major Learnings ……………………………………………………………………152 Communicating the findings ……………………………………………………….166 Implications for Current Practice ………………………………………………….168 Recommendations for Future Study ……………………………………………….221 10 LIST OF TABLES Table 1. Linking with Mental Health Professionals ………………………………. Positive Classroom Culture ……………………………………………. Skills and Instruction …………………………………………………… 125 Table 12.
Professional Development ……………………………………………… 130 11 LIST OF FIGURES Figure 1. Diagram of the Human Brain: Upstairs & Downstairs Brain ……………39 Figure 2. Window of Tolerance: Healthy and Unhealthy Window of Tolerance …. Trauma-Informed Whole School Approach - A Case Study.
Today, trauma is known to affect two-thirds of children, making it a high probability that students affected by trauma are sitting in every classroom around the United States (McInerney & McKlindon, 2014). Cole et al. (2005) described schools as being, “…significant communities for children and teachers” (p. This poses a challenge for schools across the United States to know how to engage students who are affected by trauma in their learning.
Trauma leads to adverse effects on how a student will learn, behave, and respond socially and emotionally in the classroom (Cole et al. Therefore, educators need to have understanding and skills about trauma and trauma-sensitive learning environments that address the needs of children who have or are experiencing trauma. This case study was developed to explore one rural district’s transition to a trauma-informed environment. The guiding questions leading the case study were, what are currently held perceptions, understandings, and skills school staff have while incorporating a trauma-informed school culture? What transitions take place in a traditional rural secondary school setting that embodies trauma-informed school culture centered around the research-based instructional practices? The data was collected and analyzed applying grounded theory seeking patterns on perceptions, understandings, and skills.
Key Words: Trauma-Sensitive, Trauma-Informed, Trauma-Informed Whole School Approach, Trauma, Case Study, Toxic Stress, Childhood Trauma, ACE 13 CHAPTER ONE Introduction Teachers understand the expectations to educate students at high academic levels, however, they also recognize the importance of meeting students’ social and emotional needs in order for students to reach optimal learning. Emerging research has afforded us with knowledge into the devastating impact childhood trauma has on students and student learning. Additionally, research has given us overwhelming evidence that society, schools, and teachers need to address the impact trauma has on a child’s development (McInerney & McKlindon, 2014). Trauma’s implication on a student’s ability to learn, form healthy relationships with teachers and peers, and be resilient in the face of adversity can be devastating as they grow and mature (Cole, O’Brien, Gadd, Ristuccia, Wallace, & Gregory, 2005).
Therefore, it is vital that childhood trauma is addressed at the school level (Cole et al. Exploring topics such as trauma and trauma-sensitive environments add new layers of learning that equip teachers to give their best to students every day. My interest in this topic is to investigate effective ways to lead educational organizations in creating trauma-sensitive practices where students can be heard, safe, and able to learn. The National Child Traumatic Stress Network (NCTSN) implores schools to become a place for traumatized students to forge strong relationships with caring adults in a supportive, predictable, and safe environment.
Further evidence shows us that safe and predictable school environments can reduce trauma’s negative impact on students (Cole et al. Educators work daily with students, however, they are 14 not trained in treating mental health and should never be a replacement for mental health care. On the other hand, they have daily contact with students and they need to be able to recognize and work with students that struggle with trauma. I conducted a case study that examined one district’s secondary schools’ implementation of a trauma-informed environment.
This qualitative study gathered a deeper understanding of what teachers need for training and professional development that will help to inform how schools can implement trauma-informed environments and lead educational organizations through the process of implementation. The research questions are: What are currently held perceptions, understandings, and skills school staff have while incorporating a trauma-informed school culture? What transitions take place in a traditional rural secondary school setting that embodies trauma-informed school culture centered around the research-based instructional practices? To reduce the negative impact trauma has on students, it is important for educators to understand trauma, how it affects behavior, and how it impacts a student’s ability to learn (Cole et al, 2005; McInerney & McKlindon, 2014). From a neurobiology perspective, trauma alters the child’s developing brain and affects the nervous system (Walkley & Cox, 2013) leading to a state of toxic stress which presents negatively on how the child responds to learning and the learning environment. Sitler (2008) reasoned that “Developing a pedagogy of awareness can help a teacher to reframe perceptions and consequently, help disengaged and help difficult students reinvest in their learning” (p.
In order to do that, I want to understand best practices around trauma-sensitive 15 environments and investigate how teachers’ expressed skills, mindset, and training support their work with students in trauma. Statement of Problem Every school and classroom across the United States are impacted by trauma. Today, trauma is known to affect two-thirds of children, making it a high probability that students affected by trauma are sitting in every classroom around the United States (McInerney & McKlindon, 2014). Cole et al.
(2005) described schools as being, “…significant communities for children and teachers” (p. This poses a challenge for schools across the United States to know how to engage students who are affected by trauma in their learning. Trauma leads to adverse effects on how a student will learn, behave, and respond socially and emotionally (Cole et al. Therefore, educators need to have understanding and skills about trauma and trauma-sensitive learning environments that address the needs of children who have or are experiencing trauma.
Trauma affects the brain development of a child during some of the most crucial times in their development which affects behavior, learning, and peer relationships. McInerney and McKlindon (2014) stated that “Psychological changes to children’s brains as well as emotional and behavioral responses to trauma have the potential to interfere with children’s learning, school engagement, and academic success” (p. This epidemic impacts learning, social interactions, and emotional regulation leading to multiple behavior, motivation, and trust issues throughout their school years. Trauma responses can impact how teachers and peers respond to a traumatized student leading to further shape that student’s perceived world (Cole et al.
This can be a struggle in 16 a school setting for teachers, administrators, and their peers. Furthermore, schools run the risk of re-traumatizing students when they discipline behavior that may be more of a trauma response (McInerney & McKlindon, 2014). Students in trauma are unable to do the learning that their untraumatized peers are able to perform, which leads to an inequitable education for traumatized students. Furthermore, when trauma is not recognized it can lead to years of misdiagnosed action plans that are ineffective, only to perpetuate a student falling further behind.
Another problem is when a student does not get the help, studies show that trauma can manifest into larger problems in adulthood. For example, in the 1998 Adverse Childhood Experience study (ACEs), they linked childhood trauma to several negative outcomes in adulthood, such as risky health behaviors, chronic health behaviors, and even early death (Felitti et al. Therefore, it is important for schools to build capacity around trauma-sensitive learning environments. A learning environment that is trauma-sensitive engages all students in the learning through supportive adults working towards building student agency.
This would create a culture that is trauma-sensitive and ensure students get the support they need (Oehlberg, 2008). Schools that build pedagogy around student agency and social-emotional skills can create learning environments in which children can be supported in order to heal, grow, and learn. Another issue schools face is that teachers rely on support staff, such as administrators, school social workers, counselors, and school-based psychologists, to step in when needed. However, schools usually have only one or two positions allocated to 17 mental health per school.
This is problematic especially for rural schools where you may only have one counselor per a thousand students. According to the American School Counseling Association (ASCA) (as cited in Plumb et al., 2016), the recommended ratio for school counselor in regular education is 1 to 250 students and in a high needs school, it is recommended to have a ratio of 1 to 50 students (p.