Date Approved

5-30-2026

Graduate Degree Type

Project

Degree Name

Education (M.Ed.)

Degree Program

College of Education

First Advisor

Dr. Sherie Klee

Second Advisor

Kathryn Ohle

Academic Year

2025/2026

Abstract

Many students entering early childhood and elementary classrooms have experienced trauma that impacts their ability to learn, regulate emotions, and fully participate in school. Research shows that adverse childhood experiences (ACEs) can affect brain development, particularly in areas related to attention, memory, and self-regulation—skills essential for success in the classroom. Even though trauma-related behaviors are becoming more common, many educators report feeling underprepared to recognize and respond to these behaviors due to limited training in trauma-informed practices. As a result, student behavior is often misunderstood as defiance, which can lead to discipline practices that do not address the root cause.

The purpose of this project is to bridge the gap between what research tells us about childhood trauma and what teachers are able to apply in their classrooms. Using Neurodevelopmental Theory and Social Cognitive Theory as a foundation, this project focuses on helping educators better understand how trauma impacts behavior and learning, while also providing practical strategies they can use right away. The project includes a professional development model that focuses on understanding trauma, shifting perspectives on student behavior, and using classroom strategies that support emotional regulation while maintaining instruction. A coaching cycle is also included to help teachers apply these strategies in real time. The goal of this project is to increase teacher confidence, reduce reliance on exclusionary discipline, and support classroom environments that meet the needs of students impacted by trauma while still maintaining high expectations for learning.

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