Journal of K-12 Educational Research 17 six key trauma-informed principles identified by SAMHSA (2019): safety, trustworthiness, peer support, collaboration, empowerment, and cultural sensitivity. The current study was conducted at a small rural intermediate campus in North Texas with fewer than 200 students. Participants included classroom teachers from Grades 4 and 5 who voluntarily completed the full TIPD sequence. Data were gathered through pre- and post-training questionnaires and semi-structured interviews conducted several weeks after completion of the TIPD modules. Transcripts were coded in NVivo 15, and themes were developed through inductive analysis aligned with the four research questions. The following questions were designed to explore the thoughts, feelings, and perceptions of teachers after participating in the 321 Insight TIPD: Research Question 1 (RQ1) What are teachers’ perceptions of changes in their knowledge of trauma-impacted students after participating in the 321 Insight Trauma-Informed Series? Research Question 2 (RQ2) What are teachers’ perceptions of the changes in their classroom strategies regarding trauma-impacted students after participating in the 321 Insight Trauma-Informed Series? Research Question 3 (RQ3) What are teachers’ perceptions of the changes in their beliefs regarding trauma-impacted students after participating in the 321 Insight Trauma-Informed Series? Research Question 4 (RQ4) What are teachers’ perceptions of the changes in their behavioral responses regarding trauma-impacted students after participating in the 321 Insight Trauma-Informed Series? Summary of Findings and Interpretations Analysis of teacher interviews and questionnaires revealed four central themes: Changes in Knowledge of Trauma-Impacted Students, Creating Safe and Supportive Classrooms, Increased Trauma Awareness and Sensitivity, and Building Trusting Relationships and Strategic Planning. Theme 1: Changes in Knowledge of Trauma-Impacted Students Educators reported a deeper understanding of trauma’s prevalence and impact, leading to more empathetic interpretations of student behavior. Teachers reported substantial growth in understanding how trauma affects behavior and learning. They described developing new insights into the neurobiological effects of trauma and how triggers manifest as behavioral outbursts. Theme 2: Creating Safe and Supportive Classrooms Educators described making purposeful changes to classroom environments, instructional strategies and interpersonal interactions to create safe, supportive, and predictable learning spaces. Teachers reported developing strategies that promoted safety, consistency, and predictability. Classrooms incorporated calm corners, visual schedules, and clear routines. Theme 3: Increased Trauma Awareness and Sensitivity Participants expressed heightened awareness of how trauma influences both student and teacher interactions. Teachers noted a shift in their personal stress management and empathy. Theme 4: Building Trusting Relationships and Strategic Planning Participants highlighted the importance of fostering trusting relationships, using calm and caring communication and promoting emotional regulation. Teachers described intentional efforts to build stronger relationships with students through daily check-ins, consistent routines, and relational teaching practices. Additional Findings Findings also revealed a consistent shift across all areas of professional practice, marked by three core themes: increased awareness, enhanced intentionality, and a strong emphasis on providing emotional support. The first core theme, increased awareness of trauma, reflected a noticeable shift in participants’ understanding of the
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