Teachers’ Perceptions, Awareness, And Responses to Students with Childhood Trauma

Authors

  • Jonathan Tomlin Liberty University
  • Vasti Holstun Liberty University
  • Robert Pincus Liberty University

DOI:

https://doi.org/10.32674/jtse.v3i1.5413

Keywords:

trauma, school, trauma-informed, mental health

Abstract

The purpose of this correlational study was to explore the relationship between trauma training, education, experience and teacher self-efficacy, and teachers’ self-reported perceptions of student behavior, awareness of trauma symptoms, and response to behaviors of students with trauma history. All participants were K-12 teachers currently employed in a large, urban district in the northeast United States. Three multiple regression analyses were conducted; each analysis used the predictor variables educator trauma training, education, experience, and self-efficacy scores. This research study found a significant positive correlation between teachers’ sense of self-efficacy and trauma awareness and responses when teaching traumatized children.

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Published

2024-03-30

How to Cite

Jonathan Tomlin, Vasti Holstun, & Pincus, R. (2024). Teachers’ Perceptions, Awareness, And Responses to Students with Childhood Trauma. Journal of Trauma Studies in Education, 3(1), 1–19. https://doi.org/10.32674/jtse.v3i1.5413

Issue

Section

Research Papers