Examining Educators’ Perceived Impact of Trauma-Informed Training and Professional Development in the Classroom and Related Classroom Behavior Management Practices

This study was based on survey research design with both qualitative and quantitative data collected. Data were collected through a researcher-designed survey and investigated what benefits are realized by educators’ who elect to implement trauma-informed practices in the classroom as well as understanding what strategies educators’ employ in the classroom that incorporate trauma-informed practices. Further, the study explored how classroom behavior management practices are affected by teachers’ understanding of trauma in the classroom, looking at barriers that impede educators from implementing trauma-informed practices, and inspecting perceived administrative challenges with regard to implementation of trauma-informed content by educators. Results determined that teachers felt that there are inadequate trainings offered, and that they do not have enough support to implement trauma-informed practices with fidelity