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Teaching Trauma-Affected Students: A Qualitative Investigation Of Teacher Perceptions, Cheryl R. Haynes

Doctoral Dissertations and Projects

Trauma-affected children in early grades provide unique challenges for classroom teachers. To better understand these challenges, this study examined the experiences of 12 PreK to first-grade Northwest Georgia educators as they support trauma-affected students. Data collection came from semi-structured interviews, memoing, and member checking. Reasons for supporting trauma-affected students discussed in this study include aggressive behaviors in the classroom setting, volatility of home culture, social-emotional needs, and the impact of Covid-19 quarantines. Challenges facing teachers included a lack of knowledge about child trauma, the lack of training on working with trauma-affected students in teacher preparation programs, and the need for …