Dissertation
A phenomenological study: exploring K-4 teachers lived experiences and support needs when working with traumatized K-4 students in an urban educational setting
Doctor of Education (Ed.D.), Drexel University
Aug 2021
DOI:
https://doi.org/10.17918/00000527
Abstract
The purpose of this qualitative study was to analyze the lived experiences of K-4 teachers in an urban educational setting to improve understanding about the support and preparation teachers need to effectively respond to the needs of traumatized students. Teachers in kindergarten through third grade were chosen due to the unique way that trauma impacts children in this particular grade span. It is important that schools provide K-4 teachers with the knowledge and skills necessary to support students who have experienced trauma. This phenomenological study included one central research question and three sub-questions: What are the lived experiences of K-4 teachers when working with traumatized K-4 students in an urban educational setting? Sub-questions were: 1. What themes are built by the descriptions of teachers' experiences teaching K-4 students in an urban setting?2. What themes are built by the descriptions of K-4 teachers training and preparation to date for teaching students who have experienced trauma in an urban setting?3. What themes are built by the descriptions of K-4 teachers support needs in addressing trauma in their students in an urban setting?The literature review included three streams: trauma in urban settings, trauma's effect on children and teachers, and trauma informed systems. The study's findings collectively provided three results. First, educating children with trauma presents unique challenges in the classroom as educators address the multiple ways that trauma manifests itself in the educational setting. Secondly, professional development opportunities have traditionally been inadequate to address the needs of teachers in supporting students who have experienced trauma. Thirdly, professional development opportunities have traditionally been inadequate to address the needs of teachers in supporting students who have experienced trauma. The implementation of trauma-informed frameworks can provide school districts with the ability to better support teachers by providing them with effective strategies and support to meet the needs of traumatized students. Keywords: trauma, poverty, elementary, teachers, trauma-informed, education
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Details
- Title
- A phenomenological study
- Creators
- Byron Alexander Wiley
- Contributors
- Joyce A. Pittman (Advisor)
- Awarding Institution
- Drexel University
- Degree Awarded
- Doctor of Education (Ed.D.)
- Publisher
- Drexel University; Philadelphia, Pennsylvania
- Number of pages
- xi, 100 pages
- Resource Type
- Dissertation
- Language
- English
- Academic Unit
- School of Education (1997-2026); Drexel University
- Other Identifier
- 991015606467704721