Teachers\u27 Perspectives on the Need and Acceptability of School-Based Identification and Treatment for Children Exposed to Violence: A Mixed-Methods Approach

Increasing research has emerged in the last decade focusing on interventions for youth experiencing difficulties due to traumatic experiences in their lives. In addition, recent literature has proposed that schools may in fact be an effective location for the delivery of mental health services to these children and, that teachers and school staff may be effective at implementing the proposed interventions. However, trauma is a broad term often used to describe a wide range of stressful situations for students, each of which has varying degrees of influence. With the increase of violence exposure for youth in their homes, schools, and communities and the detrimental effects that such exposure has on youth’s outcomes, it is clear that violence exposure is a significant source of trauma and concern for children. However, prior to implementing school-based interventions for these children, it is important to understand teachers’ views on the topic. This mixed-methods study investigates the perspectives of East Baton Rouge public elementary school teachers in relation to their experiences working with children exposed to violence. Teachers completed an online survey followed by an interview to gather data regarding the types of violent experiences, influences of those experiences on school performance, and the resources available for supporting these students in school. Findings address teachers perceived roles in relation to identifying, supporting, and treating these students in the classroom as well as their perspectives on the need and acceptability of doing so in school. Results from this study are useful in providing insight into adequate training opportunities for teachers as well as facilitating the implementation of school-based interventions for students struggling with symptoms associated with exposure to violence