Campus Location

Dallas Campus (Online)

Date of Award


Document Type



Organizational Leadership

Degree Name

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

Creative Commons Attribution-Noncommercial-No Derivative Works 4.0 License
This work is licensed under a Creative Commons Attribution-Noncommercial-No Derivative Works 4.0 License.



To view the content in your browser, please download Adobe Reader or, alternately,
you may Download the file to your hard drive.

NOTE: The latest versions of Adobe Reader do not support viewing PDF files within Firefox on Mac OS and if you are using a modern (Intel) Mac, there is no official plugin for viewing PDF files within the browser window.