| Description |
The purpose of this study was to answer my overarching question: how, if at all, does school culture impact the use of trauma-informed practices? Throughout my research I used an ethnographic approach and, I followed Schreiner's (2010) Thriving model to guide my study. The conceptual framework known as thriving can be defined as a fresh research-based approach to student success (Schreiner et al., 2020). By observing students, interviewing staff members, and collecting artifacts I was able to better understand how school culture and trauma-informed practices support students through this methodology. Through field notes, documents, artifacts, and interviews, I found three themes that continue to show through my research. A Culture of Possibility, Trauma-Informed Practices, and Trauma-Informed Spaces are what I have found within my research at Oakleaf Elementary School. Through analyzing my findings in this study, I have concluded that further professional development is necessary for the implementation of trauma-informed practice. My findings also directly indicate the importance of trauma-informed spaces. Schools should provide outlets and resources such as the wellness room for students to have access to throughout the school day. Thus, I recommend that Oakleaf Elementary School hire a full-time staff member to ensure that physical space is always available to the students. Overall, I believe Oakleaf has the potential to meet the needs of all the students that attends the school. Therefore, by implementing the recommendations that I have developed, I think Oakleaf Elementary is on its way to a wonderful school culture that trains, teaches, and promotes trauma-informed practices. |
