16 practices meet the needs of students not only educationally but also socially and emotionally (Phifer & Hull, 2016). Trauma-sensitive schools are filled with nurturing, emotionally available teachers who create educationfocused classrooms that emphasize the importance of student self-control and student-driven learning (Craig, 2016). These schools prioritize a sense of safety, trust, and collaboration, which are essential for students affected by trauma to thrive (Blodgett & Dorado, 2016). The COVID-19 pandemic exacerbated challenges caused by trauma and exposed more students to stressors, such as illness, family instability, and loss. Educators, often without specialized training, were tasked with supporting traumatized children while maintaining academic rigor. This gap underscores the importance of TIPD that equips teachers to understand, identify, and respond effectively to trauma-related behaviors (Phifer & Hull, 2016). Trauma-informed programs should also be included in the day-to-day curriculum to increase positive student outcomes (Blodgett & Dorado, 2016). Such programs often incorporate mindfulness, social-emotional learning (SEL), and restorative justice practices, which have been shown to improve student engagement and reduce disciplinary incidents (Craig, 2016). Changes in the school climate, school and classroom policies, and teacher expectations need to be addressed to fully adopt a trauma-informed approach (Phifer & Hull, 2016). Schools that successfully integrate trauma-informed practices not only enhance student learning but also contribute to the overall well-being of their communities by fostering resilience and positive social relationships. Research Design The primary objective of the current study was to explore and understand the impact of TIPD training on an educator’s knowledge, classroom strategies, beliefs, and behavioral responses regarding trauma-impacted students. A qualitative intrinsic case study design was used to explore teacher perceptions following participation in the 321 Insight TIPD Series. The 321 Insight TIPD Series provides educators with structured, video-based learning modules that emphasize the Because of the increasing prevalence and impact of trauma on today’s children, educators are required to adopt new and alternative teaching methods and skills that were not necessary in previous generations (Oehlberg, 2008). Traditional teaching methods that rely heavily on strict discipline and rote memorization may not adequately address the needs of students affected by trauma. Instead, educators must implement trauma-informed strategies that focus on emotional well-being, relationship-building, and individualized support (Phifer & Hull, 2016). Oehlberg (2008) stresses, “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). Many teachers, however, feel unprepared to provide meaningful interventions for students with trauma while also meeting the educational needs of the rest of the class (Thomas et al., 2015). This lack of preparation can result in increased stress for teachers, higher rates of burnout, and reduced effectiveness in supporting students academically and emotionally (Craig, 2016). The need for professional development and ongoing support for educators is critical to ensure they can effectively address trauma-related issues in the classroom (Blodgett & Dorado, 2016). An estimated 60% of all children will experience at least one traumatic event, and approximately 22% of those will experience four or more different types of traumatic events before the age of 18 (Finkelhor, as cited by Berliner & Kolko, 2016). The effects of trauma can manifest in various ways, including difficulty concentrating, anxiety, aggression, withdrawal, and an increased likelihood of engaging in risky behaviors (Shonkoff et al., 2009). These challenges highlight the importance of creating a trauma-sensitive school climate to support the academic, social, and emotional development of all students. 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 et al., 2009). Schools that implement effective trauma-informed Heidi Bragg, Ed.D.
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