Date of Award
5-2021
Culminating Project Type
Starred Paper
Degree Name
Special Education: M.S.
Department
Special Education
College
School of Education
First Advisor
J. Michael Pickle
Second Advisor
Bradley Kaffar
Creative Commons License
This work is licensed under a Creative Commons Attribution-Noncommercial-No Derivative Works 4.0 License.
Keywords and Subject Headings
developmental trauma; trauma informed teaching practices; classroom strategies; trauma lens; childhood trauma
Abstract
The effects of developmental trauma on the social and emotional development of students include their academic and social performance in school. “Developmental trauma is the exposure to multiple traumatic events during childhood which result in developmental challenges” (Ko et al., 2008, p. 399). These developmental challenges manifest behaviorally and cognitively. The incidence of trauma experiences in children continues to increase. While a plethora of studies indicate the presence of trauma experiences in children, fewer studies offer effective strategies for working with children who have experienced trauma.
Trauma informed teaching (Crosby, 2015) was identified as an effective strategy for working with students who have experienced developmental trauma. Trauma informed teaching requires educators to understand, recognize, and respond to the effects that developmental trauma has on students. For this paper I examined the effects of trauma informed teaching practices on students aged 6 to 12 in school settings. The specific focus of the review is identifying classroom and school-based strategies for assisting students who have been affected by childhood trauma.
Recommended Citation
Zettler, Chelsea, "Trauma Informed Teaching Practices for Students who have Experienced Developmental Trauma" (2021). Culminating Projects in Special Education. 108.
https://repository.stcloudstate.edu/sped_etds/108
