Exploration of Strategies of Teacher Leaders for Responding to Students Experiencing Trauma Framed in CASEL's Social and Emotional Learning Theory
Dallas Campus (Online)
Date of Award
Doctor of Education
Committee Chair or Primary Advisor
Dr. Sandra Harris
Second Committee Member or Secondary Advisor
Dr. Jennifer Butcher
Third Committee Member or Committee Reader
Dr. Scott Bailey
The purpose of this qualitative instrumental case study was to explore strategies for supporting students experiencing trauma as perceived by teacher leaders framed in CASEL’s social and emotional learning theory. A descriptive instrumental case study design utilized data from online interviews and voluntarily submitted artifacts of nine middle school teacher leaders to investigate strategies used to support students experiencing trauma. Data were manually coded to determine themes indicating recommend strategies used to support students who have experienced trauma. The overall findings revealed that teacher leaders require professional development focusing on trauma-informed practices to suitably support students who are experiencing trauma. The findings suggest that integrating social and emotional learning in academics is a key component in providing support for students who have endured difficult life circumstances.
Keywords: strategies, middle school, social and emotional learning, relationship skills, self-management, responsible decision making, empathy, professional development
Creative Commons License
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Parrott, Kimberly Dionne, "Exploration of Strategies of Teacher Leaders for Responding to Students Experiencing Trauma Framed in CASEL's Social and Emotional Learning Theory" (2021). Digital Commons @ ACU, Electronic Theses and Dissertations. Paper 423.
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