Program
Special Education M.A.
Number of Pages
46
Year Approved
2026
First Advisor
Meghan Cavalier
Second Reader
Rachel Meixner
Abstract
Students with emotional and behavioral disorders (EBD) in middle school often experience significant challenges with regulation and engagement, frequently rooted in trauma and adverse childhood experiences. This literature review examined the guiding research question: How do predictability, flexibility, and relationship-building within trauma-informed middle school EBD classrooms impact student regulation and engagement? Synthesis of the literature revealed that predictability reduces uncertainty and supports safety, flexibility allows teachers to respond to dysregulation without escalation, and relationship-building fosters the trust students need to accept correction and engage in learning. Together, these practices create a structured, responsive, and relationally safe classroom. Implications include the need for sustained teacher training and further research on middle-school-specific trauma-informed practice.
Degree Name
Special Education M.A.
Document Type
Masterʼs thesis
Recommended Citation
Tong, J. (2026). Predictability, Flexibility, and Relationship-Building in Trauma-Informed Middle School EBD Classrooms [Masterʼs thesis, Bethel University]. Spark Repository. https://spark.bethel.edu/etd/1293
Terms of Use and License Information
This work is licensed under a Creative Commons Attribution-NonCommercial-No Derivative Works 4.0 International License.