Honors Theses

Date of Award

Spring 5-12-2023

Document Type

Undergraduate Thesis



First Advisor

Sara Platt

Second Advisor

Ann Monroe

Third Advisor

Saijun Zhang

Relational Format



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.

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Creative Commons License

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



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