Project-Based Learning and Perceived Effect on Behaviors for Students with Adverse Childhood Experiences: A Case Study

Abstract

The purpose of this qualitative case study was to explore the perception of educators transitioning from a traditional learning environment to a project-based learning activity environment. Teachers’ perceptions of student behaviors ranging in age from 8 to 17 were captured. Data were collected from 1-1 interviews with five participants with Missouri teacher certification ranging in grade levels from elementary to high school working with a total of 175 students within a mental health residential school for children and youth throughout Missouri. Additional data were collected from lesson reflections, lesson plans, behavioral logs, regulation logs, and supplemental data from critical incident reports from classrooms of students with the same background as teacher participants over the last four school years, 2018-22, of teachers who have taught project-based learning units. Study findings support the teacher's perception that project-based learning activities decrease negative behaviors for students with adverse childhood experiences while increasing engagement, academic skills, and self-regulation. Further, implications from these findings support that project-based learning activities increase student choice, allowing students within a residential mental health classroom to have control.