Journal of K-12 Educational Research 15 IMPACT OF THE 321 INSIGHT TRAUMA-INFORMED PROFESSIONAL DEVELOPMENT SERIES ON CLASSROOM TEACHERS IN A RURAL NORTH TEXAS SCHOOL Heidi Bragg, Ed.D. Journal of K-12 Educational Research 2025, VOL. 9, ISSUE 1 dbu.edu/doctoral/edd Introduction According to the Child and Adolescent Health Measurement Initiative (2020), nearly 30 million children in the United States have experienced one or more types of significant childhood trauma. Teachers are at the forefront of educating and managing students who have experienced trauma. As defined by The Substance Abuse and Mental Health Services Administration (SAMHSA, 2025), trauma is the negative impact on an individual’s long-term mental health or physical well-being that is a result of single or multiple life events that were viewed as physically harmful, emotionally harmful, or life-threatening. Oehlberg (2008) emphasizes, “The field of education, from preschool through teacher training, cannot ignore the issue of traumatic stress if schools are to meet the expectation of parents, community, and the nation” (p. 1). To better prepare teachers, schools need to train staff and implement trauma-informed professional development (TIPD). Introduction to the Problem Childhood trauma causes lifetime effects for millions of U.S children every year (Lubit et al., 2003). Historically, educators have known that a student’s home life, or what happens outside of school, has a greater effect on that student than their interactions and experiences within the school day (Souers & Hall, 2016). Even though the aforementioned phenomenon is known by educational leaders, few schools create initiatives that connect comprehensive TIPD for all staff members and do not prepare teachers to understand the impact of trauma on students (Wong, 2008). Research has also shown that trauma in childhood is associated with difficulties in school performance, as social, emotional, cognitive, and even brain development can be significantly impacted by traumatic stress (Perfect et al., 2016). Students affected by trauma often exhibit cognitive delays, difficulty with attention and decision-making, and behavioral dysregulation, which collectively undermine academic success (Rossen, 2020). Creating a trauma-sensitive school climate is the key to meeting the educational needs of all students. Early intervention in schools helps alleviate the effects of trauma and childhood stress on a child’s health, education, and behaviors throughout a lifetime (Shonkoff & Garner, 2012). The need for educators to understand the connections between decreased academic achievement, learning, and childhood mental health problems caused by trauma should be of the utmost concern for school leaders (Oehlberg, 2008; Wong, 2008). Currently, schools face a crisis to reach the millions of students affected by trauma. At this time, trauma is the largest public health issue facing schools and students with at least two-thirds of students experiencing some form of abuse, neglect, death, natural disaster, experiencing or witnessing violence, or incurring adverse childhood events (SAMHSA, 2019). Summary of Literature Review Childhood trauma causes lifetime effects for millions of U.S. children every year (Lubit et al., 2003). These adverse childhood experiences (ACEs) significantly impact brain development, emotional regulation, and social functioning, often leading to long-term health complications, academic struggles, and behavioral challenges (Shonkoff et al., 2009).
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