Ms. Eep's Compass: A Hope-Filled Story Inspired by a Trauma-Informed Teaching Framework

Author

Sadie Stocks, University of MississippiFollow

Date of Award

Spring 5-10-2023

Document Type

Undergraduate Thesis

Department

Education

First Advisor

Virginia Moore

Second Advisor

Burhanettin Keskin

Third Advisor

Ann Monroe

Relational Format

Dissertation/Thesis

Abstract

This thesis examines the literature on childhood trauma, its manifestations in the classroom, and effective trauma-informed teaching practices. The literature indicates the widespread prevalence of Adverse Childhood Experiences (ACEs) and the consequences these experiences have on both the developing brains of children and future health risks. While drawing the correlation of this widespread trauma to its common manifestations in the classroom, Maslow’s Hierarchy of Needs further justifies the indispensable link of safety preceding learning. Trauma-Informed teaching practices include environmental considerations like safety, the value of relationship building, a strengths-based guided classroom, models of self-regulation, developmentally appropriate practice, and an emphasis on compassion. Ms. Eep’s Compass is a children’s novel written to integrate practical trauma-informed teaching practices and to demonstrate the value of compassion towards trauma-affected children.

Recommended Citation

Stocks, Sadie, "Ms. Eep's Compass: A Hope-Filled Story Inspired by a Trauma-Informed Teaching Framework" (2023). Honors Theses. 2926.
https://egrove.olemiss.edu/hon_thesis/2926

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This work is licensed under a Creative Commons Attribution 4.0 International License.