Date of Conferral

11-7-2025

Date of Award

November 2025

Degree

Doctor of Education (Ed.D.)

School

Education

Advisor

Timothy Lafferty

Abstract

Teachers serving U.S. military-connected students (MCS) overseas regularly address student trauma in the classroom that stems from relocation and separation events due to parents’ or guardians’ military service. The problem addressed in this study was that Grade K–5 teachers struggle to support overseas who experience trauma. The purpose of this basic qualitative study was to explore Grade K–5 teachers’ perceptions of the challenges to support MCS overseas who have experienced trauma. The study was guided by three principles from Soma and Allen’s trauma informed model, which emphasizes understanding trauma as an experience, prioritizing social and emotional skill development, and supporting school staff. Research questions explored Grade K–5 teachers’ perceptions of the challenges they encountered when supporting MCS overseas who experienced trauma and their ideas regarding the resources needed to enhance their capacity to serve these students. Data were collected through semistructured interviews with 10 K–5 teachers who supported MCS overseas. Emergent themes were identified through open and axial coding. Findings revealed that overseas teachers recognized the distinct strengths and complexities of MCS but were challenged to support students’ trauma-related experiences effectively. Additionally, the findings demonstrated that teachers identified a need for more professional supports to serve these students enduring trauma. A professional development project was created to provide teachers with strategies to support MCS who experience trauma. This study has implications for positive social change by equipping teachers overseas with targeted strategies and resources to nurture the social, emotional, and academic well-being of MCS experiencing trauma.

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