Degree Name

EdD (Doctor of Education)


Educational Leadership

Date of Award


Committee Chair or Co-Chairs

Virginia Foley

Committee Members

Pamela Scott, Heather Moore


The purpose of this study is to gain insight into the perceptions of the impact of trauma-informed care training in three Appalachian elementary schools. Childhood adversity can negatively affect a student’s experience in the classroom (van der Kolk, 2014; Ogata, 2019) with findings showing an estimate of one half to two-thirds of children experiencing at least one traumatic event before the age of 18 (CDC, 2016; Finkelhor, 2015; McInerney & McKlindon, 2021). Trauma, an event or occurrence that causes great distress by exposure to physical or psychological abuse, violence, crime, has been linked to academic failure, various illnesses, both physical and mental, substance abuse, and criminal behavior, and may impact concentration, memory, language skills and organization, which are considered necessary traits to achieve academic success (Center for Treatment of Anxiety and Mood Disorder, n.d.; Liberman et al., 2011; Ogata, 2012). Trauma can also affect social, self-regulation, and relational skills as well as cognitive abilities (National Child Traumatic Stress Network, 2016). As reported by O’Neill et al. (2010), these situations should be addressed through proper trauma education and training which include intervention strategies. The trauma-informed care (TIC) approach is a strengths-based framework based on the awareness of the impact of trauma that takes a universal precaution approach, emphasizing safety and reestablish control (Huckshor & LeBel, 2013).

Document Type

Dissertation - unrestricted


Copyright by the authors.