18 prevalence and impact of trauma on students’ academic, emotional, and behavioral functioning. Teachers reported developing a more comprehensive and empathetic lens through which to view student challenges. The second core theme, enhanced intentionality with students, highlighted how educators became more deliberate in their instructional choices, classroom management strategies, and relational interactions. Teachers described using trauma-sensitive approaches with greater purpose, such as adjusting pacing, incorporating co-regulation techniques, and anticipating student needs. The third core theme, providing emotional support, captured the relational depth teachers developed through daily check-ins, calm tones, validation, and fostering emotional safety. Teachers emphasized the importance of building consistent, trusting relationships to help students feel secure and capable of learning. Together, these core themes demonstrate a significant transformation in how educators think, plan, and respond to trauma-impacted students. Collectively, these findings demonstrate that traumainformed professional development led to a meaningful transformation in teacher mindset and practice, which was grounded in the belief that all students benefit from emotionally attuned, trauma-sensitive education. Implications The findings of the current study hold significant implications for educators, campus leaders, and district administrators seeking to better support traumaimpacted students. Following participation in the 321 Insight TIPD Series, teachers reported meaningful changes in their awareness, instructional practices, behavioral responses, and relationship-building strategies. These findings align with existing literature on trauma-informed education and highlight practical, policy, and research-related recommendations for sustaining and deepening trauma-informed efforts. Heidi Bragg, Ed.D. Figure 1 Participant Responses Supporting the Theme of Changes in Knowledge of Trauma-Impacted Practices 8 Participant Pre-response Post-response P1 I believe it will be helpful because we are seeing so many more kids with some type of trauma Knowing more about trauma-informed practices will help me better understand what my students might be going through and how to support them in a kind and respectful way. It will help me create a classroom that feels safe and calm, where students feel comfortable to learn and express themselves. I’ll be better prepared to recognize signs of stress or trauma and respond in ways that build trust and help students feel supported, not judged. P2 I believe it will help me build better relationships and be more effective in helping them navigate their self-regulation. It will help me be a better teacher, being mindful of what students are dealing with and trying not to trigger or remind them of the trauma but instead that the classroom/school is a safe place. P3 It will help me give my students a safe and calm environment providing grace and understanding when needed. I believe it is essential for a classroom teacher to understand and demonstrate these practices and continue to educate themselves on the practices in order to provide the necessary support that your students need.
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