Kentucky School Administrator Perspectives on Trauma-Informed Practices: Implications for Critical Supervision

Wells, Tommy; Taylor, Alexandra A.; Young, Rosemarie

doi:10.31045/jes.5.3.3

Cited by 1 publication

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“…Reinforcing the skill sets and resources that are already available will support teachers in knowing that they are not tasked with becoming a mental health professional or diagnose the students in front of them but to be knowledgeable and aware of the potential backgrounds of students (Bates, 2023;Guevera et al, 2021;Opiola et al, 2021). It is a better overall school experience when teachers receive the training to recognize where there may be the need for more intervention but providing more universal support for all students to expand their social-emotional abilities and self-regulation strategies and build positive relationships with members of their school community (Bailey, 2022;Wells, 2022;Wells et al, 2022). Knowing the teacher's responsibility in supporting students and when to ask for help will also be essential to training.…”

Section: Literature Reviewmentioning

confidence: 99%

Using trauma-informed practice to support students and educators in a Post-COVID world: an action research project

Welch

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Children enter classrooms each day with a variety of experiences, and it is the hope that their teachers do their best to meet their needs. The 2020 global pandemic had a collective impact and resulted in new experiences -in big and small ways. The purpose of this Action Research study was to investigate trauma-informed resources and develop practices that teachers and staff could utilize while supporting all students and themselves. Participants for both cycles of work were educators from a K-5 elementary school in the Northeast. Cycle 1 semi-structured interviews enabled participants to share their experiences and perspectives about trauma-informed practices used at the research site, the strengths of those resources, and what was needed. The action step took the form of shared reading and focus group discussion to build knowledge about trauma-informed practices, designed, implemented, and evaluated to reinforce and develop best practices to support all students and educators in a post-pandemic world. Evaluation of Cycle 2 was done through surveys and focus group exit tickets. Findings included the significant impact of shifting educators' mindset around building school community and relationships and the importance of advocating for staff needs, including time, space, and resources. Implications for the organization included the creation of a community committee sustaining change, a commitment to reinstating community events and activities from before the pandemic, and continued knowledge building of trauma-informed practices (TIP) through a shared resource hub.

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Section: Literature Reviewmentioning

confidence: 99%

Using trauma-informed practice to support students and educators in a Post-COVID world: an action research project

Welch

View full text Add to dashboard Cite

show abstract

Kentucky School Administrator Perspectives on Trauma-Informed Practices: Implications for Critical Supervision

Cited by 1 publication

References 0 publications

Using trauma-informed practice to support students and educators in a Post-COVID world: an action research project

Using trauma-informed practice to support students and educators in a Post-COVID world: an action research project

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