Date of Conferral

2020

Degree

Doctor of Social Work (DSW)

School

Social Work

Advisor

So'Nia Gilkey

Abstract

This study was an exploration of teacher experiences and perceptions in working with trauma-exposed students in a rural school district and what is needed to best support student academic and psychosocial success. The substantial long-term effects of trauma exposure cause many children to face behavioral and academic challenges in school, yet teachers are often unaware or untrained concerning trauma-informed care. There is little research regarding how teacher experiences with trauma-exposed students are perceived. This study explored teacher insight with rural trauma-exposed youth in terms of awareness and how they narrate these experiences in response to trauma-related issues. Grounded in trauma and ecological theory, the research questions explored how teachers perceive their experiences and what is needed to support the academic and psychosocial success of trauma-exposed students. A basic qualitative design using semistructured interviews was employed with a purposeful sample of 9 teachers of high school age students in rural South Carolina. The interviews were analyzed using a narrative analysis framework where descriptive and conceptual coding yielded 3 emergent themes of teacher self-efficacy, professional self-efficacy, and school culture. The findings derived key concepts suggesting that teacher-student relationships, team approach, trauma training, and classroom resources were essential for improving teacher efficacy and responding to the needs of trauma-exposed students. The outcomes support social change through enhanced trauma knowledge and awareness of rural culture that can be used to inform school social work practice and district implementation of professional development and trauma resources.

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