Teacher Confidence & Competence: Examining Teacher Training in Historical Trauma-Informed Practices in Support of American Indian Students

There is little research in the United States regarding historical/intergenerational trauma-informed practices for American Indian students. Although American Indian students are 0.6% of the total student population in Michigan, they are of greater risk to experience adverse conditions that may lead to trauma. This increased risk is rooted in a complex history of colonization and attempted assimilation through Indian boarding schools. The goal of these schools was to instill European/Euro-American Christian beliefs on Native Peoples. Although these schools no longer exist in Michigan, they led to intergenerational trauma and a distrust of public education. This qualitative research examined teacher confidence and competence in historical trauma-informed practices for American Indian students and how teacher training influences confidence and competence. Two northern Michigan districts with an American Indian student population over 50% participated in the study. Data was collected through artifacts, focus groups, questionnaires/surveys, and teacher interviews. Teachers stated they do not feel confident and competent in historical trauma-informed practices citing concerns over the content, format, and frequency of past training sessions. Past training lacked detailed strategies to use with students and did not provide a comprehensive history of the Indian boarding schools to provide context to the trauma among tribal communities. Teachers feel responsible for addressing the social and emotional needs of students but fear that their lack of training may lead to their traumatizing or re-traumatizing students.Doctor of Education (EdD)College of Education, Health, & Human ServicesUniversity of Michigan-Dearbornhttp://deepblue.lib.umich.edu/bitstream/2027.42/171928/1/ConstantDissertationFinal3.16.22.pdfDescription of ConstantDissertationFinal3.16.22.pdf : Dissertatio