Special Education M.A.

Year Approved


First Advisor

Larson, Susan

Second Reader

Michael Mignard;


High behavioral and academic expectations are exceptionally challenging for students who have experienced trauma. With increasing numbers of students who have experienced significant trauma, it is essential that teachers create trauma-responsive classrooms to nurture and support students and encourage success. This thesis defines trauma and describes characteristics of students who have experienced trauma along with effects on academic and social relationships. Finally, the research summary highlights the importance of designing classroom environments, instructing, and responding to students looking through the lens of trauma as a way to improve the school experience for all students while significantly impacting students who have experienced trauma.

Degree Name

Special Education M.A.

Document Type

Masterʼs thesis