Document Type
Student Research Paper
Date
Spring 2018
Academic Department
Education
Faculty Advisor(s)
Dr. Shannon Haley-Mize
Abstract
A traumatic event that was experienced at an early age can affect an individual’s ability to form relationships, brain development, and ability to learn. Research methodology included interviews with school professionals in a variety of roles in a rural Pennsylvania school district. Parents of four students completed a semi-structured questionnaire and observations of the students took place in a classroom setting. Results from this qualitative study included insight into the types of training professionals receive, level of support from administration, and behaviors exhibited from students. Four themes emerged from this mixed-methods research: lack of trauma training, high caseloads, compassion fatigue, and protective and risk factors that play a role in student’s lives. The implications of this study’s findings are significant as they describe teacher’s experiences working with traumatized students, reveal specific behaviors a child might exhibit, and offer insight into inquiry for future research in the topic of traumatized students.
Recommended Citation
Zarzaca, Samantha M., "Childhood Trauma and Implications for Teaching Young Students Who Have Experienced Trauma" (2018). Education: Student Scholarship & Creative Works. 6.
https://jayscholar.etown.edu/edstu/6
Notes
Master’s thesis (M.Ed.)—Special Education.