Trauma Informed Teaching
Impacting Classrooms: A Multi-Case Study
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This research uses Adverse Childhood Experiences (ACEs) and how teachers use their own experiences in their classrooms. Recent re-searchers have concluded that the prevalence of childhood trauma and can cause increased, long-term effects on individuals (Connor, Ford, Arnsten & Greene, 2015; Edwards, Anda, Felitti, & Dube, 2004; Ed-wards, Holden, Felitti, & Anda, 2003; Felitti, 2002; Felitti, Anda, Nor-denberg, Williamson, Spits, Edwards, Koss, et al., 1998; Kalmakis & Chandler, 2014; Whitfield, 1998). Recent studies noted that children who experience at least one ACE are more likely to exhibit...
This research uses Adverse Childhood Experiences (ACEs) and how teachers use their own experiences in their classrooms. Recent re-searchers have concluded that the prevalence of childhood trauma and can cause increased, long-term effects on individuals (Connor, Ford, Arnsten & Greene, 2015; Edwards, Anda, Felitti, & Dube, 2004; Ed-wards, Holden, Felitti, & Anda, 2003; Felitti, 2002; Felitti, Anda, Nor-denberg, Williamson, Spits, Edwards, Koss, et al., 1998; Kalmakis & Chandler, 2014; Whitfield, 1998). Recent studies noted that children who experience at least one ACE are more likely to exhibit difficulties in their education (Duplechain, Reigner, & Packard, 2008; Forster, Gower, Borowsky, & McMorris, 2017), behavior (Hunt, Slack, & Berger, 2017) and physical health (Felitti, 2002). However, this study thoughtfully researches classroom teachers who have positive ACE scores (N¿1) and how they manage and use these experiences to inform a classroom culture of trauma-informed care. This dissertation uses Felitti et al.'s original ACE work (1998) as well as Finkelhor, Shattuck, Turner and Hamby's (2015) revised ACE questionnaire as a framework for the inquiry and descent into research.
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