| Description |
This study examined the research question "how do teachers' prior experiences of home, school, and work influence their perspectives on Trauma Informed Practices (TIP) in schools?" Using a qualitative approach, I interviewed ten teachers from City Trees Elementary about their experiences both in and out of the classroom, and how those experiences influenced their; perspectives toward TIP. Additionally, each teacher was asked to complete the ACE-Q, bolstering the experiences and perspectives discussed in the interviews. Every teacher interviewed was in favor of TIP becoming a part of the school in a holistic way and all but one commented on how more training was necessary to make that happen. Each teacher made connections between their pedagogy and perspectives toward TIP and their prior experiences of home, school, and work. Most teachers saw connections between their home and school lives as they were growing up and the way they viewed their classrooms and TIP. And every teacher talked in detail about their experiences in the classroom that showed them the necessity of TIP. Contrary to the idea that many teachers want consequences and punishments for their students, the participants overwhelmingly explained they wanted to be able to support students and change; the trajectory of their lives by viewing them as whole children rather than academic students. This study ultimately found that teachers wanted more practices in place, more support while implementing pedagogy that could help students, and more information on how to do this. |
