Trauma-Informed Practices in Education
This research study, conducted by Drs. Johnson and Golden, focuses on a critical aspect
of education: understanding the impact of trauma-informed teaching methods. It seeks
to answer a fundamental question - is it trauma or personal drama that often influences
how students behave in the classroom? The study emphasizes that a student's cultural
background and life experiences are significant factors in shaping their behavior.
The study highlights four important concepts: Cultural Awareness, Opportunities for
Empowerment, Positive Relationships, and Safety (COPS). Instead of suggesting that
teachers dismiss problematic student behavior, the study emphasizes the need for educators
to understand, support, and engage with these students. Being aware of and practicing
trauma-informed teaching is especially crucial in the field of education.
Additionally, the study aims to assess the knowledge of trauma-informed practices
among new K-12 teachers in the Southern Union through surveys and interviews. It investigates
whether these new teachers are well-prepared to work with students who have experienced
trauma. The research also identifies areas where these educators may need additional
training to become more trauma-informed. The ultimate goal is to provide strategies
to better prepare future educators and create a more inclusive and supportive learning
environment for students who have experienced trauma.
Currently we are working on getting IRB approval, but come back soon to read about the results of the study.
Currently we are working on getting IRB approval, but come back soon to read about the results of the study.