Author

Cathie Bush

Date of Award

Spring 2023

Document Type

Doctoral Dissertation

Degree Name

Education, Ed.D.

Department

Education

First Advisor

Dr. Rebecca Smith

Second Advisor

Dr. Nicole Ralston

Third Advisor

Dr. Hillary Merk

LC Subjects

Educational systems; Behavior management; Complex trama

Abstract

This case study explored the perceptions of school principals in kindergarten to grade six and kindergarten to grade nine schools related to impactful strategies utilized in trauma-informed practice with a focus on self-regulatory strategies. For the purposes of this study, trauma was defined as the effects of one or more harmful events, either physical or emotional in nature, that interfere with an individual’s ability to function (SAMHSA, 2019). Trauma-informed practice can include the use of a number of strategies to help mitigate the effects of traumatic life events on students, the data collection and analysis of this research study focused on the perceived effectiveness of self-regulatory strategies in school settings. This research study sought to understand a) the perceptions of school principals of impactful strategies utilized in trauma-informed practices, with a focus on self-regulatory strategies in kindergarten to grade six and kindergarten to grade nine schools, and b) how they, as principals, supported, encouraged, and promoted trauma-informed practices, specifically self-regulatory strategies.

This study contributed to the growing evidence of the importance of addressing the needs of students affected by traumatic life events who are attending public schools. To help fill the research gap of documenting effective practices by educators this study included data from 17 surveys and 5 one-on-one semi structured interviews. Surveys and interviews were conducted with principals in public schools in one large urban center in Alberta, Canada. Data analysis revealed four major findings: 1) selfregulation allows students access to learning; 2) resources are needed to foster selfregulation; 3) commitment to the work of trauma-informed practice is essential; and 4) strong leadership is necessary. The current study provides evidence indicating the need for school wide trauma-informed practices within kindergarten to grade six and kindergarten to grade nine schools. Strong, transformative leadership can result in the implementation and sustainability of effective trauma-informed practices and selfregulatory strategies within a school. Future research is warranted that includes the perceptions of all stakeholders, including teachers and students, about the effectiveness of trauma-informed practices.

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