Education Commons^™

Teachers Attitudes Regarding Adverse Childhood Experiences, Trauma-Informed Educational Practices, And Student Resiliency, Alyson Reynolds Kohl

Dissertations

Purpose: The purpose of this convergent parallel design mixed methods case study was to determine how training on Adverse Childhood Experiences and Trauma-Informed Educational Practice affected the attitudes of teachers, in Shasta County’s Enterprise Elementary School District (EESD), regarding students who had experienced Adverse Childhood Experiences (ACE). A further purpose of this study was to understand if teachers in EESD perceived training in ACE and Trauma-Informed Educational Practices (TIEP) was effective in changing their classroom practices to support the resiliency of students who had experienced ACEs.

Methodology: The methods for this research included: an online survey, The Attitudes Regarding Trauma-Informed …

Bridging The Gap: A Closer Look At Educational Inequities And Strategies To Support African American Students, Terry Daily-Davis, Lachrisa Crenshaw, Gina M. Jenkins

Dissertations

This autoethnography shares our personal experiences, narratives, and counter-stories as we view the social justice issues of inequities in the education of African American students. Through our journey, we highlighted our personal views and real scenarios as seen through the eyes of a reading specialist, social worker, and college-level administrator. Critical Race Theory in Education (CRT) served as our primary guiding force allowing us to focus on the following tenets: counter-stories, permanence of racism, whiteness as property, interest convergence, and critique of liberalism (Dixson, Anderson & Donnor, 2017). Critical Race Theory (CRT) is the framework in Social Sciences that examines …

Mental Health And The High-Performing Student: A Study Of Stressors And Effective Supports For High-Achieving High School Students, Jodi Boyle

Dissertations

Purpose: The purpose of this qualitative phenomenological study was to explore the lived experiences of high-achieving 11th- and 12th-grade high school students participating in International Baccalaureate (IB), Advanced Placement (AP), or Honors courses. An additional purpose of this study was to identify the academic and social stressors experienced by students and the coping strategies used to overcome them.

Methodology: This study used a phenomenological research design to describe the lived experiences, academic and social stressors, and coping strategies of high-achieving students. For this study, in-depth interviews were conducted to understand the academic and social experiences of students participating in …

The Predictors Of Juvenile Recidivism: Testimonies Of Adult Students 18 Years And Older Exiting From Alternative Education, La Toshia Palmer

Dissertations

Purpose: The purpose of this descriptive, qualitative study was to identify and describe the importance of the predictors of juvenile recidivism and the effectiveness of efforts to prevent/avoid juvenile recidivism as perceived by previously detained, arrested, convicted, and/or incarcerated adult students 18 years of age and older exiting from alternative education in Northern California. A second purpose was to explore the types of support provided by alternative schools and the perceived importance of the support to avoid recidivism according to adult students 18 years of age and older exiting from alternative education.

Methodology: This qualitative, descriptive research design identified …

School Based Mental Health As It Relates To Student Outcomes, Kathleen Kelly Vierod

Dissertations

Over twenty percent of youth have a major mental illness, yet only approximately one third of these children receive treatment. Many students struggle with social emotional learning deficits, mental health concerns, chronic poverty and trauma, which significantly impacts their ability to learn. These concerns affect academic achievement as demonstrated by lower graduation rates, higher suspension rates, higher absenteeism, and lower grade point averages. School-based mental health practices are a proactive measure to improve student outcomes for all students. The Every Student Succeeds Act provides increased opportunity for schools to implement evidence-based programs to address these concerns.

Collaborative Community Prevention: An Ecological Approach To Mental Health Support For Children In Rural America, Adria Casey Mcpherson

Dissertations

There exists a dearth of research literature devoted to informing mental health practice in rural areas. However, what little research that does exist surrounding children’s mental wellness in rural places describes mental health programs as being smaller, under-served versions of their urban counterparts (National Association for Rural Mental Health, 2001). Mental health collaboration in rural areas is a clear need and an ongoing challenge. This study aims to address these concerns by reviewing relevant theories, analyzing one rural community’s mental health needs, and identifying next steps in mental health service delivery for this community.

Additional research surrounding the mental health …

Home-School Collaboration And Children With Emotional And Behavioral Disorders: An Examination Of School Services, Laura Jean Swanlund

Dissertations

The treatment for childhood emotional and behavioral disorders (EBD) is of significant concern within society. The research literature has frequently noted that parental involvement in the treatment of childhood EBD has a positive impact on outcomes in both school and community-based supports. The current study examined the relationship between parent involvement and school services received for children with emotional and behavioral needs. Parents of children with EBD were recruited from one large and two small on-line support groups. Results suggest that parents who reported satisfaction with school teams were more likely to receive research-based services and had a higher rate …