Childhood trauma, often referred to as America’s hidden crisis, significantly impacts the learning and behavior of students with disabilities (SWD). SWD who experience or witness trauma face challenges related to discipline, academic achievement, absenteeism, and social and emotional well-being. The National Survey on Children’s Health (2021) reported that 16.3% of children served under the Individuals with Disabilities Education Act have encountered two or more adverse childhood experiences by age 18, with over half of the states surpassing the national average. Addressing this urgent concern is difficult due to a shortage of qualified service providers, such as nurses, psychologists, and mental health specialists, and other limitations like lack of resources and funding. However, research indicates that schools can implement trauma-informed practices to provide the necessary support for SWD to thrive.
This research explored how an urban school district utilized advocacy centers and coaches in elementary schools to support vulnerable students in overcoming trauma and achieving success in their learning environments. This qualitative, focused ethnography case study investigated the best practices in trauma-informed care provided by four advocacy coaches supporting trauma-impacted SWD in Title I elementary schools in the southeastern U.S. The study incorporated participant questionnaires, classroom observations, field notes, semi-structured interviews, and examination of classroom artifacts. Two key themes emerged: (1) building strong relationships with students and (2) promising trauma-informed practices for classrooms. The data analysis indicated that educators must first establish strong, authentic relationships with SWD before effectively integrating trauma-informed practices into their classrooms. Recommendations and implications for future research are discussed.
Chair: Dr. Lisa Dieker.
ZOOM:
Meeting ID: 932 1867 6885
Passcode: UCF2024
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