Date of Award

10-2024

Degree Type

Education Specialist

Degree Name

Education Specialist

Department

Education, Leadership and Public Service

Program

Administration and Supervision (Ed.S.)

First Advisor/Chairperson

Dr. Abby Standerford

Abstract

Schools at the middle level embrace students through a transformative time of life. This time of transition and transformation can be challenging for any student. However, for students who have experienced childhood trauma, this season of life can prove even more difficult. Schools have an obligation to individually support students as they grow; this includes moments of dysregulation and problematic behaviors. Through implementation of trauma-informed practices, schools can begin to positively impact students through shaping behavior that promotes growth and learning rather than applying punitive consequences that lead to an ongoing cycle of trauma and removal.

This qualitative study sought to understand the experiences of principals in Washtenaw County, Michigan as they implemented trauma-informed practices at the middle level. It was conducted through semi-structured interviews with five local middle school principals. Using phenomenology as a methodology and compassion fatigue theory as a theoretical framework, the interviews were reviewed, coded, and analyzed for themes. The study explored how the nuances of trauma-informed practices shifted staff attitudes and impacted student behavior and discipline. The following themes emerged from the data: initial resistance to gradual acceptance, increased empathy towards students, improving student behavior and changing disciplinary practices, and challenges in implementation.

Access Type

Open Access

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