Date Approved

7-24-2024

Graduate Degree Type

Project

Degree Name

Education-Educational Leadership (M.Ed.)

Degree Program

Education Leadership & Counseling

First Advisor

Richard Geisel

Academic Year

2023/2024

Abstract

In an ideal elementary educational setting, both students and teachers should expect to learn and teach in a setting without the disruption of extreme behaviors. If/when these behaviors do arise, students and teachers alike would have the tools to be able to safely work through the regulation of these behaviors. Elementary schools are seeing these behaviors negatively affect their students’ academic performance and safety. These behaviors are attributed to the fact that more students are coming to school having been exposed to, or are currently experiencing, trauma. In addition to this, many students have not been taught the necessary skills to deal with the dysregulation they feel in a school setting. The problem becomes unmanageable when teachers lack the knowledge and skills necessary to deal with these behaviors when trying to create safe, positive learning environments for their students. Literature supports the uptick in teacher frustration and burnout without the support needed to combat these behaviors. This project will provide elementary school districts a three-part professional development model, for teachers, that focuses on trauma and the brain, trauma-informed practices and SEL strategies, and restorative approaches. The professional development will give much needed time for both learning and collaboration with colleagues. The model will also provide an evaluation tool that will ensure the practices and strategies provided are being implemented with fidelity and that continued opportunities for support and collaboration are given, when needed. When teachers are given the support and tools necessary to deal with these extreme behaviors, students feel supported and safe in their learning environments.

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