Educator reflections of using a trauma-informed approach in an elementary classroom methodology

This capstone project explored the lived experiences of educators who have participated in trauma-informed professional development training (Pro-D) and who have applied this Pro-D to their practice. This project’s main objective was to understand perceptions of wellness as observed by experienced primary teachers who have implemented trauma-informed practices within their classrooms. One-to-one interview protocols were used. The critical focus questions were: a) how do teachers understand trauma and the effects of trauma in the classroom; b) how does knowledge of trauma change how teachers support students, and c) how can knowledge of trauma-informed practices impact teacher well-being? This project revealed that after participating in trauma-informed Pro-D, educators better understand trauma and the behaviours linked to traumatic stress in the classroom. Results showed that practices changed in the classroom because of the application of knowledge gained from the Pro-D. While Pro-D helped educator well-being in some ways, findings suggest that continuous trauma-informed Pro-D and implementation strategies may be beneficial.