Trauma-Informed Care within an Elementary School Classroom

Abstract

Trauma-informed care (TIC) has become a crucial framework in educational settings, particularly when addressing the needs of children who have experienced adverse childhood experiences (ACEs). Literature suggests that implementing TIC approaches significantly improves behavioral and academic outcomes. Despite its proven benefits, many educators lack comprehensive training in TIC, leading to a gap between the desired and actual implementation in the classroom. A needs assessment conducted at an elementary school identified this gap, revealing a discrepancy between the current staff’s knowledge of TIC and the school’s goal of incorporating trauma-informed practices. The purpose of this doctoral capstone project was to research, compile, and disseminate evidence-based trauma-informed care strategies that educators can apply in their classrooms. Based on the needs assessment and site preferences, an educational presentation was developed and delivered to staff, focusing on trauma-informed care and its application through Trust-Based Relational Intervention (TBRI). The effectiveness of this presentation was evaluated using pre- and post-surveys, which were analyzed by comparing question results. Results indicated significant growth in staff knowledge and application of TIC, with higher post-survey scores reflecting increased understanding and confidence in using TIC strategies in the classroom. These findings suggest that the educational presentation effectively enhanced staff proficiency in TIC, emphasizing the importance of ongoing professional development to foster positive educational outcomes for children.