Date of Award
Doctor of Education (Ed.D.)
Delores McNair, Ed.D.
First Committee Member
Laura Hallberg, Ed.D.
Second Committee Member
Nancy Huante-Tzintzun, Ph.D.
Trauma exposure is endemic, and this study seeks to address childhood trauma in a compassionate and restorative manner. Adverse Childhood Experiences (ACEs) are serious childhood traumas that manifest as toxic stress which can damage the developing brain of a child and affect overall health. The implications are expressed dualistically: academic performance of youth is subdued & diminished, and behavioral interactions can range from unreceptive to erratic and aggressive. Trauma exposure is a predictor of adverse outcomes, which range from higher rates of suspension, expulsion, and incarceration, to dire outcomes, such as lower life expectancy and quality of life. Streamlining trauma-informed curriculum and restorative behavioral responses will ensure that resilient and nurturing classrooms mediate and heal our nation’s youth. Instead of disproven and punitive, zero-tolerance consequences, schools must familiarize themselves with the effects of trauma, anticipate traumatic reactions, and respond accordingly. This study reveals how trauma-informed care informs trauma-informed curriculum and trauma-sensitive schools. A consistent and effective response to childhood trauma exposure is the missing link in our nation’s educational system.
Weinsteiger Guzman, Nena L.. (2023). WRITING AS TRANSFORMATION: AN ACTION RESEARCH STUDY ON TRAUMA-INFORMED CURRICULUM. University of the Pacific, Dissertation. https://scholarlycommons.pacific.edu/uop_etds/3839
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