Honors Theses
Date of Award
Spring 5-12-2023
Document Type
Undergraduate Thesis
Department
Education
First Advisor
Sara Platt
Second Advisor
Ann Monroe
Third Advisor
Saijun Zhang
Relational Format
Dissertation/Thesis
Abstract
The purpose of this capstone is to explore trauma-informed practices in the elementary classroom, and to develop foundational training modules for pre-service teachers. The need for trauma-informed practices in schools is important as research indicates that children who experience traumatic events are impacted in their academic performance, behavior, and emotional well-being. This capstone reviews the literature on the impact of trauma on children, with an emphasis on how it manifests in the classroom. It highlights the importance of recognizing the symptoms of trauma and how teachers can effectively create a safe and supportive learning environment for all students. The training modules and informational materials were designed to provide pre-service teachers with a foundational knowledge of trauma-informed education, including how to recognize and respond to trauma as well as how to implement social emotional learning and self-regulation practices in the classroom. By equipping pre-service educators with the tools and resources needed to recognize and respond to trauma, we can create a more equitable and supportive learning environment for all students, specifically those who have experienced trauma.
Recommended Citation
Armistead, Savannah Lynn, "Trauma Informed Practices in the Elementary Classroom: Training Modules for Pre Service Teachers" (2023). Honors Theses. 3014.
https://egrove.olemiss.edu/hon_thesis/3014
Accessibility Status
Searchable text
Creative Commons License
This work is licensed under a Creative Commons Attribution 4.0 International License.