Date Approved

4-28-2026

Graduate Degree Type

Project

Degree Name

Education-Literacy Studies: TESOL (M.Ed.)

Degree Program

College of Education

First Advisor

Elizabeth Stolle

Academic Year

2025/2026

Abstract

Multilingual learners (MLLs), including refugee, transient, and culturally and linguistically diverse students, often enter schools with experiences of trauma that impact academic performance, behavior, and sense of belonging. Additionally, the hidden curriculum in U.S. schools reinforces inequities for these students. The purpose of this project was to develop a high-quality, research-based educational handbook integrating trauma-informed practices with culturally responsive teaching to better support MLLs and mitigate the effects of the hidden curriculum. This project involved an extensive review of peer-reviewed and interdisciplinary research on learning theories, trauma, culturally responsive teaching, and multilingual education. Historical and contemporary literature was synthesized to examine the evolution of trauma-informed practices and their application in schools. Based on this research, a handbook was developed outlining key principles, instructional strategies, resources, and implementation recommendations, emphasizing the intersection of language, culture, and trauma. The result is a structured, research-based handbook designed for educators and administrators. It includes guiding principles, instructional strategies, resource considerations, reflection resources, and sustainability recommendations. Ultimately, this project provides a practical resource that promotes equitable, inclusive, and trauma-informed learning environments, supporting educators in fostering belonging, improving access, and addressing systemic inequities impacting multilingual learners.

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