Program
Teaching M.A.
Year Approved
2020
First Advisor
Cavalier, Meg
Abstract
Students impacted by trauma make up a substantial portion of the overall population. Yet, schools throughout the United States have failed to adequately meet the needs of trauma-impacted youth and the teachers who support them. As a result, many students who might have otherwise developed academically, socially, and emotionally are dropping out and becoming maladjusted, which has wide-ranging, lasting impacts on society overall. Additional resources and training must be provided to the educational community, especially in areas where trauma is prevalent. Healthcare professionals such as psychologists and therapists have proven to be essential partners who are able to contribute their skills in confronting trauma in education. When school leaders administer this collaborative approach between specialists across various fields, teachers become less overwhelmed and the needs of trauma-impacted students are more likely to be met.
Degree Name
Teaching M.A.
Document Type
Masterʼs thesis
Creative Commons License
This work is licensed under a Creative Commons Attribution-NonCommercial-No Derivative Works 4.0 International License.
Recommended Citation
Carmeli, J. E. (2020). The Paramountcy of Trauma Informed Classrooms [Masterʼs thesis, Bethel University]. Spark Repository. https://spark.bethel.edu/etd/109