Presentation Type
Oral Presentation
Category
Social Sciences/Humanities
Abstract/Artist Statement
School is an integral environment for students to learn the academic and social-emotional skills they need to be successful. However, students are inseparable from the challenges they face at home or in the community, and these dynamics affect their behaviors at school. Children with histories of trauma are often identified through a range of emotional and behavioral concerns and there is an increasing need to intervene. It is reported that by age 16, more than two-thirds of children will be exposed to one traumatic event (SAMHSA, 2022). Despite the prevalence of trauma, the signs manifest differently, making it difficult to identify. This uniquely positions schools as both an outlet for the child and an opportunity to intervene early (Bell et al., 2013). Teachers are often the first available to respond and refer students for services. Although most teachers aim to support children’s mental health alongside their academics, they also report feeling underprepared to manage the associated behaviors (Alisic et al., 2012). This lack of preparation, coupled with the limited research on teachers’ perceptions of the underlying causes and responses to behavioral manifestations of trauma, highlights a need for this research. Behavioral vignettes were used to assess teachers’ (n = 54) responses to hypothetical internalizing and externalizing behaviors associated with trauma. Years of teaching experience, trauma-informed attitude, and level of trauma-informed training were examined to see if they predicted teachers’ responses as trauma-informed or punitive disciplinary consequences. Additionally, the study examined teachers’ immediate responses to the behavior and their interpretation of the underlying cause of the behaviors. The overarching goal was to investigate how sensitive teachers are to the range of behavioral symptoms associated with trauma, and provide insight into the practices and training needs of teachers so they are equipped to support children’s mental health needs in school.
Mentor Name
Jacqueline Brown
Teachers' Perceptions of the Behavioral Symptoms Associated with Trauma
UC 331
School is an integral environment for students to learn the academic and social-emotional skills they need to be successful. However, students are inseparable from the challenges they face at home or in the community, and these dynamics affect their behaviors at school. Children with histories of trauma are often identified through a range of emotional and behavioral concerns and there is an increasing need to intervene. It is reported that by age 16, more than two-thirds of children will be exposed to one traumatic event (SAMHSA, 2022). Despite the prevalence of trauma, the signs manifest differently, making it difficult to identify. This uniquely positions schools as both an outlet for the child and an opportunity to intervene early (Bell et al., 2013). Teachers are often the first available to respond and refer students for services. Although most teachers aim to support children’s mental health alongside their academics, they also report feeling underprepared to manage the associated behaviors (Alisic et al., 2012). This lack of preparation, coupled with the limited research on teachers’ perceptions of the underlying causes and responses to behavioral manifestations of trauma, highlights a need for this research. Behavioral vignettes were used to assess teachers’ (n = 54) responses to hypothetical internalizing and externalizing behaviors associated with trauma. Years of teaching experience, trauma-informed attitude, and level of trauma-informed training were examined to see if they predicted teachers’ responses as trauma-informed or punitive disciplinary consequences. Additionally, the study examined teachers’ immediate responses to the behavior and their interpretation of the underlying cause of the behaviors. The overarching goal was to investigate how sensitive teachers are to the range of behavioral symptoms associated with trauma, and provide insight into the practices and training needs of teachers so they are equipped to support children’s mental health needs in school.