Dissertation
Using educational neuroscience to influence high school educators' classroom management strategies with students identified with emotional disturbance: an action research study
Doctor of Education (Ed.D.), Drexel University
Sep 2026
DOI:
https://doi.org/10.17918/00011549
Abstract
This action research study employed a convergent mixed methods design to examine the extent to which a professional development (PD) session focused on neuroscience-informed classroom management strategies influenced educators' beliefs, perceptions, and practices regarding student behavior in a high school emotional support (ES) setting. Participants included ES teachers and paraprofessionals working with high school students identified with emotional disturbance (ED) in a Pennsylvania school district. The purpose of this research was to understand how a PD about the effects of stress and trauma on the brain and on neuroscience-informed classroom management strategies may have influenced ES educators' beliefs, perceptions, and practices in a high school ES classroom. The four research questions that guided the study were: (1) what were ES educators' beliefs and practices regarding student behaviors in a high school ES setting before a professional development session on neuroscience-informed classroom management strategies, (2) what were ES educators' beliefs and practices regarding student behaviors in a high school ES setting after a professional development session on neuroscience-informed classroom management strategies, (3) how do ES educators describe the influence of a professional development session on neuroscience-informed classroom management strategies on their perceptions of student behavior, and (4) how do ES educators describe the influence of a professional development session on neuroscience-informed classroom management strategies on their classroom practices? The research design included a PD session followed by two reflection sessions. Data were collected through pre-PD and post-PD surveys, structured journals completed before, during, and after PD, and two post-PD group reflection sessions, each of which concluded with its own reflection journal. Integration of the quantitative and qualitative findings indicated no broad measurable change in participants' beliefs and practices, although participants described emerging and context-dependent attention to students' needs, relationships, adult regulation, and co-regulation while compliance-focused interpretations remained present. Overall, the influence of the PD appeared subtle and uneven, with implementation of neuroscience-informed strategies shaped by safety concerns, staff capacity, emotional fatigue, and organizational conditions. The findings support ongoing, job-embedded professional development, structured reflection time, integrating adult regulation into behavioral support practices, and organizational supports. Future research should examine change over longer periods and include student perspectives.
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Details
- Title
- Using educational neuroscience to influence high school educators' classroom management strategies with students identified with emotional disturbance
- Creators
- Rachel Bixler-Cunningham
- Contributors
- Kristine S. Lewis Grant (Advisor)
- Awarding Institution
- Drexel University
- Degree Awarded
- Doctor of Education (Ed.D.)
- Publisher
- Drexel University
- Number of pages
- 259 pages
- Resource Type
- Dissertation
- Language
- English
- Academic Unit
- College of Arts and Sciences; School of Education; Drexel University
- Other Identifier
- 991022205160504721