Abstract
Desperate to decrease problematic student behaviors and increase desirable ones, many teachers employ traditional behaviorist models of discipline through the use of rewards or punishments. Although well-meaning and perhaps temporarily effective, these transactional barter systems can do more harm than good, especially for students who are trauma-impacted. By disrupting these practices that can re-traumatize students and embracing trauma-informed practices, teachers can extend transformative care to students and promote healing. The purpose of this qualitative investigation was to explore the manifestations of trauma on student classroom behavior and learning at a Title I public elementary school as well as multipronged elements of the focal school’s trauma-informed approach (TIA). A TIA seeks to establish a safe, caring learning community in which students’ physical well-being, emotions, and relational connections are supported in the learning process. Content analysis of educator questionnaire and interview data revealed that trauma impedes holistic development, resulting in difficulties with emotional regulation, academic functioning, behavioral control, and physical thriving. Abandoning traditional behaviorist models that often stigmatize children, the focal school adopted a school-wide TIA which emphasizes cultivating caring relationships, sharing agency, establishing predictable structures, enhancing social-emotional learning, and embracing a growth mindset. By being a force for purposeful change away from harmful behaviorist methods and toward trauma-informed practices, the school extended transformative care to its students by promoting healing, building resilience, and fostering a relationally-rich learning community.
Recommended Citation
Giboney Wall, C. R.
(2024).
Heal, Not Harm: Embracing a Trauma-Informed Approach as an Act of Transformative Care.
International Christian Community of Teacher Educators Journal, 19(2).
DOI: https://doi.org/10.55221/1932-7846.1333