Navigating Trauma in Schools: An Exploration of Educators’ Perspectives and Practices in New Orleans

Navigating Trauma in Schools: An Exploration of Educators’ Perspectives and Practices in New Orleans | Research Square window.SnipcartSettings = { analytics: { enabled: false } }; (function() { var accessVector = localStorage.getItem('access_vector') || ''; window.dataLayer = window.dataLayer || []; if (accessVector) { window.dataLayer.push({ user: { profile: { profileInfo: { snid: accessVector } } } }); } })(); (function(w,d,s,l,i){w[l]=w[l]||[];w[l].push({'gtm.start':new Date().getTime(),event:'gtm.js'});var f=d.getElementsByTagName(s)[0],j=d.createElement(s),dl=l!='dataLayer'?'&l='+l:'';j.async=true;j.src='https://www.googletagmanager.com/gtm.js?id='+i+dl;f.parentNode.insertBefore(j,f);})(window,document,'script','dataLayer','GTM-K279D39R'); Browse Preprints In Review Journals COVID-19 Preprints AJE Video Bytes Research Tools Research Promotion AJE Professional Editing AJE Rubriq About Preprint Platform In Review Editorial Policies Our Team Advisory Board Help Center Sign In Submit a Preprint Cite Share Download PDF Research Article Navigating Trauma in Schools: An Exploration of Educators’ Perspectives and Practices in New Orleans Amanda C. Lally, MSW, DSW Candidate, Audrey Hang Hai, PhD, Jasmine S. Polk, DSW This is a preprint; it has not been peer reviewed by a journal. https://doi.org/ 10.21203/rs.3.rs-7963626/v1 This work is licensed under a CC BY 4.0 License Status: Posted Version 1 posted You are reading this latest preprint version Abstract Nearly half of American children experience at least one traumatic event before turning 18 (Bethell et al., 2017), with higher prevalence among children of color (Health Resources and Services Administration et al., 2013) and those from lower socio-economic backgrounds (Shervington, 2019). These statistics are particularly relevant for the children of New Orleans, a city continually challenged with community violence, natural disasters, and economic hardship (Goodman & West-Olatunji, 2008). Trauma disrupts children’s social, emotional, and cognitive development (Kalmakis & Chandler, 2014), making trauma-informed education an increasingly important approach for addressing student needs and reducing barriers to learning (Blanton et al., 2022). Its success, however, depends on educators’ understanding and application of this framework. This study sought to examine how New Orleans educators perceive and respond to the impact of trauma on their students. Twelve public school educators from Jefferson Parish participated in semi-structured interviews about how they recognize trauma in students and how they offer support. Key themes were identified through thematic analysis following several rounds of inductive coding. Educators recognized student trauma through behavioral, emotional, cognitive, and somatic indicators, and emphasized the use of relational approaches, regulation support strategies, and collaboration with families and school staff. Many also highlighted the need for formal training and structural support to strengthen their capacities. Overall, the findings underscore the importance of comprehensive trauma training, interdisciplinary collaboration, and educator wellness in cultivating trauma-informed learning environments that sustain both students and teachers, in New Orleans and beyond. Educational Psychology Sociology New Orleans trauma-informed education teacher perspectives childhood trauma student mental health Introduction Nearly half of children in the United States experience at least one traumatic event before the age of 18 (Bethell et al., 2017). Experiencing trauma early in life can lead to long-term adverse effects including physical health problems like chronic disease and obesity, and mental health challenges like anxiety, depression, and suicidality (Felitti et al, 1998). Disparities in trauma exposure are also known to exist across sociocultural groups. For example, Black and Hispanic children are exposed to trauma at a much higher rate than their White and Asian peers (Health Resources and Services Administration [HRSA] et al., 2013). Moreover, children from low-income, low-education, or single-parent households are more likely to experience multiple traumatic events (The National Child Traumatic Stress Network [NCTSN], n.d.; Shervington, 2019). These statistics are especially relevant for the children of New Orleans, a city that has historically faced a variety of challenges, including natural disasters, economic hardship, housing instability, interpersonal and systemic racism, educational inequity, and community violence (Goodman & West-Olatunji, 2008). The Institute for Women and Ethnic Studies (IWES) recently shed light on the magnitude of childhood trauma in New Orleans. According to their report, one in three children had witnessed domestic violence; four in ten had seen shootings, stabbings, or beatings; one in five children had witnessed a murder; and more than half had lost someone close to them due to homicide (The New Orleans Children and Youth Planning Board [CYPB], 2019). The widespread prevalence and profound effects of trauma on children, both within New Orleans and across the nation, demonstrate a need to not only study childhood trauma but also how communities respond to it, in order to provide more effective support to those impacted. Understanding Trauma The term ‘trauma’ refers to an experience that overwhelms an individual’s psychological ability to cope (CYPB, 2019; McGinley & Varchevker, 2013). Trauma may arise from acute crises such as natural disasters, accidents, or intended violence (also known as ‘large-T’ traumas; Shapiro, 1995), or from more common yet still harmful events such as maltreatment, bullying, discrimination, or hardship (also known as ‘small-t’ traumas; Dhawan & Sinha, 2022; Straussner & Calnan, 2014). It can also emerge from prolonged or recurrent exposure to severely distressing experiences, increasingly referred to as ‘complex trauma’ (van der Kolk et al., 2005). Childhood trauma is frequently defined as “physical, sexual, and/or emotional abuse, or physical and/or emotional neglect before the age of 18” (Bernstein et al., 1997; Roche et al., 2019, p. 2). Childhood trauma is now also known to develop from experiencing severe household dysfunction, witnessing parental abuse, or losing a parent, not just through death but also through incarceration or family separation (Bremner et al., 2007; Brown et al., 2009; Roche et al., 2019). The seminal research study by Felitti and colleges in 1998, commonly called the Adverse Childhood Experiences (ACEs) Study, was one of the first to reveal that a person’s adverse outcomes in adulthood were significantly associated with experiencing trauma in childhood. Trauma profoundly impacts children largely in part to the way it hinders normative child development. Exposure to trauma activates one’s biological stress response system, which works to prioritize survival (Cannon, 1932; Chrousos & Gold, 1992; De Bellis & Zisk, 2014; Johnson, 2018; LeDoux, 1998; McEwen, 2000); therefore, repeated or prolonged activation of the stress response system during critical developmental stages can negatively impact areas of the brain responsible for foundational cognitive, emotional, and behavioral functions. Not only does trauma impair attention, memory, and impulse control (Hart & Rubia, 2012; Lee & Brown, 2022; McLean et al., 2014), but it also can impair emotional regulation, social information processing, and formation of secure attachments (De Bellis & Zisk, 2014; McLean et al., 2014). As a result, children can struggle with relational skills, self-esteem, and motivation, and often exhibit emotional dysregulation and reactivity in the academic setting that manifest as withdrawal, hypervigilance, impulsivity, and aggression. The negative effects of trauma on children are often evident during academic strain, social conflict, or other school stressors, typically manifesting as verbal or physical aggression, defiance, and elopement (Johnson, 2018), as well as underperforming or disengaging from the learning process altogether (Schwartz & Perry, 1994). Although such behavior can strain relationships with school staff, disrupt learning, and lead to disciplinary actions (Johnson, 2018; Noltemeyer et al., 2015; Perry & Morris, 2014), it is important to note that these actions are more likely to stem from deep-rooted survival responses developed over time rather than deliberate misconduct and disobedience. Understanding Trauma-Informed Education Trauma-informed education refers to an educational framework that prioritizes holistic child development to mitigate the effects of trauma and support positive academic outcomes. This occurs when school staff, students, families, and community partners recognize and respond to the negative impact of traumatic stress on each other as well as themselves (NCTSN, 2017). Trauma-informed education is not intended to add additional burdens to educators on top of their already overflowing responsibilities; rather, it is a mindset that reshapes the culture of schooling in a way that meets students’ psychological needs alongside their educational needs. Trauma-informed education is grounded in key principles such as safety, trustworthiness, choice, collaboration, and empowerment (Substance Abuse and Mental Health Services Administration [SAMHSA], 2014). Through the promotion of trauma awareness, knowledge, and skills, these principles are embedded within the fabric of school culture, practices, and policies to more effectively engage trauma-impacted students in the learning process (NCTSN, 2017). This approach is guided by SAMHSA’s (2014) “4 R’s” of trauma-informed care: 1) Realization: Understanding the pervasiveness of trauma; 2) Recognition: Identifying signs and symptoms of trauma; 3) Response: Integrating trauma knowledge into all aspects of practice; 4) Resist Re-traumatization: Preventing further harm by minimizing unnecessary triggers and adopting procedures and policies that are trauma-informed. Examples of trauma-informed educational strategies include: maintaining a structured and predictable climate that promotes feelings of belonging; promoting the development of positive and attuned relationships between school staff and students; and utilizing restorative practices together with appropriate disciplinary action to address conflict (NCTSN, 2017). Rationale for the Present Study Due to the growing recognition of how profoundly trauma affects children, implementing trauma-informed education is crucial to meet the complex needs of students and remove barriers to learning (Blanton et al., 2022). Research indicates that trauma-informed practices in education can enhance school climate, decrease disciplinary referrals, increase student engagement, and consequently improve academic outcomes (Ballin, 2021). Nevertheless, implementation of trauma-informed education is inconsistent across school districts. While support from school leadership may be influential in promoting this approach, the success of trauma-informed practices largely depends on the knowledge and application of such practices by local teaching staff. While several studies have examined educators’ perspectives on trauma-informed education outside the United States— for example, in Australia (Berger et al., 2023; Bilbrey et al., 2024; Brunzell, et al., 2022) and the Netherlands (Alisic, 2012)— the American literature on how educators recognize and respond to student trauma remains relatively limited. Some American studies focused on the perspectives of non-educator school staff, such as administrators (Wells et al., 2022) and counselors (Grimes et al., 2023). Research on educators tends to focus more on educators’ development and support needs rather than their work with trauma-impacted students. For instance, some studies have explored educators’ experiences with trauma training (Brown et al., 2022; Knox, 2025; Sager, 2024), in addition to their wellbeing and what supports they need (Aragón et al., 2024). One recent dissertation (Burleson, 2023 ) was found to examine educators’ perceptions and implementation of trauma-informed practices; however, this single study was conducted in East Texas, which is contextually different than New Orleans, Louisiana. Although research on how educators engage with trauma-impacted students is sparse across the United States, the literature specific to New Orleans has its own gaps. Much of the existing literature on New Orleans has largely focused on the long-term effects of Hurricane Katrina, even in studies published more than a decade later (Lai et al., 2018), consequently overlooking how educators currently navigate student trauma within a social and educational landscape that has evolved since 2005. More recent studies have examined teachers’ self-efficacy during the COVID-19 pandemic (Davis et al., 2024), as well as the city’s efforts to integrate school-based trauma-informed approaches with a social justice lens (Davis et al., 2022). However, no research has yet to explore how New Orleans educators work with a new generation of students affected by trauma beyond Hurricane Katrina. Therefore, this study was developed to better understand how educators in New Orleans perceive and respond to the impact of trauma on their students. Specifically, it explores: How do educators conceptualize trauma? How do educators believe trauma affects students’ academic performance, behavior, and long-term well-being? What observable indicators do educators associate with childhood trauma? What strategies and approaches do educators use to provide support? As Blanton and colleagues (2022) emphasize, educators are essential to implementing trauma-informed care within schools. By centering the voices of New Orleans educators, this research seeks to provide valuable insight into the ways trauma-informed education is understood and applied at the classroom level. Findings of this study could further inform professional development, policy improvements, and school-based strategies to help both teachers and students more effectively manage trauma within the classroom. In doing so, schools in New Orleans and elsewhere will be better equipped to cultivate learning environments that address the needs of not just their most vulnerable students but also those who educate them. Methods Research Design The research questions were examined with a qualitative design. This study employed a descriptive, thematic approach to explore the experiences of New Orleans educators who work with trauma-impacted students. The goal was not only to document educators’ experiences but also to examine how educators interpret and make meaning of them. Study Sample In order to participate in this study, individuals had to be employed full-time as an educator in Jefferson Parish Public Schools at the time of recruitment and speak English. Individuals were excluded from the study if they were working for this school district as para-educators (e.g., teachers’ aides) or as a part of an internship, or if they had been in their full-time teaching role less than 1 year. Recruitment relied on purposive convenience sampling methods and occurred both online and in-person during the last two weeks of May 2024. Online recruitment involved the primary investigator making several posts on the social media sites Facebook and LinkedIn. Recruitment posts were shared not just in public Facebook groups like NOLA Educators but also the primary investigator’s personal page and shared by friends to their own connections. Flyers were posted by the primary investigator as well as her mental health professional counterparts in various Jefferson Parish public schools. A total of 46 survey responses were submitted over the following days. Following the close of the Qualtrics survey at the end of May 2024, a purposeful sampling strategy was utilized to select 15 potential participants, considering variables such as gender, age, race, educational attainment, years of teaching experience, grade band level taught, etc., to ensure diversity within the selected sample. Data Collection Semi-structured interviews were the primary data collection method. An interview protocol consisting of 18 questions guided the exploration of how participants recognize and respond to trauma in their students, among other relevant topics. Some prompts utilized during the interviews include: How would you define trauma? Childhood trauma? How about trauma-informed education? Can you describe any behaviors or signs you believe may indicate that a student has experienced trauma? In your experience, how does experiencing trauma affect a student’s academic performance, behavior, and/or long-term well-being? What strategies or approaches do you use when students show signs of trauma in the classroom? Interviews were held electronically via Zoom in English and ranged from 45 to 90 minutes. At the start of each session, informed consent was reaffirmed, including agreement to audio and video recording. Otter.ai was used to auto-transcribe interviews, after which they were cleaned and cross-checked by the research team. Data Analysis Several rounds of inductive coding were used to analyze the data. The first round included structural coding, during which the data was organized according to the particular question the participant was answering. The second round of coding used both descriptive coding and values coding to further organize the data, while the third and final round of coding involved pattern coding to identify connections and develop broader insights within the data. The primary investigator engaged in analytic memoing while coding to document interpretations as a part of the data analysis process. Thematic analysis was then applied to determine recurring insights and key themes across the interviews. Ethical Considerations This study was approved by the Institutional Review Board at Tulane University, and all participants provided informed consent. The research team applied strategies aligned with Lincoln and Guba’s (1985) criteria of credibility, confirmability, transferability, and dependability to ensure the rigor and trustworthiness of this study. Purposeful sampling supported the study’s credibility, as it ensured representation across participant demographics and teaching experiences. The use of semi-structured interviews with open-ended questions further enhanced credibility by allowing participants to share their experiences in their own words. Confirmability was strengthened by thorough documentation, interview recordings, and transcripts checked for accuracy. The provision of clear sample descriptions, such as inclusion/exclusion criteria and participant demographics, enhanced the transferability of this study by enabling readers to interpret the relevance of findings within their own contexts. Dependability was achieved by using a standardized interview protocol, as well as detailed records and analytic memoing. Results The final sample for this study consisted of 12 educators in Jefferson Parish, New Orleans. Nearly all the study participants were women, with the exception of one male participant. Age varied among the educators. Of the 12 educators, 33% of participant ages were between 40–50 years old, while 25% were between 30–40 years old. The rest of the participants were in the 50-60-year-old and 60-70-year-old ranges, with only one participant aged between 21–30 years old. Most identified as White, with three identifying as Black or African American and one as Hispanic or Latino. All educators held at least a bachelor’s degree, with one-third having earned their master's degree. The majority of educators had more than a decade of experience in the classroom, with two participants teaching less than 5 years. Participants represented a near even split of urban and suburban school community settings (suburban: n = 6, urban: n = 5), with one participant working in a rural school community. Most educators worked in elementary schools (grades PK-5), alongside three high school educators (grades 9–12) and one middle school educator (grades 6–8). Nearly half the reported average class sizes consisted of 20–30 students (41.7%), as compared to 33% reporting 1–10 students per class and 25% reporting 30 + students per class. Theme 1: Conceptualizations of Trauma Throughout the interviews, participants discussed how they conceptualize trauma. Their accounts focused not only on the ways they defined trauma in general terms but also within the specific context of childhood. Subtheme 1: Subjectivity Spectrum A primary consideration is how trauma was described by participants as inherently subjective. Educators spoke of trauma being significantly shaped by perception, described by Participant 11 as being dependent on how one “respond[s] to an event, rather than the event itself.” However, some participants discussed how traumatization can also develop from exposure to the trauma of others. Participant 8 shared, “It doesn't necessarily have to be directly happening to them. It could have happened around them and they were witness to it,” referring to the idea that one’s proximity to suffering can be just as impactful as direct victimization. Additionally, educators spoke of trauma’s multifaceted nature. Participant 2 described trauma as “something that jolts your system, put[ting] you in a fight or flight mode,” underlining how trauma is not just an emotional experience but a physiological one as well. Trauma was also often discussed as existing on a spectrum, ranging from acute, single occurrences to chronic, compounded adversity. Participants also emphasized that the impact of the same event can vary across children, noting how an experience that is traumatic for one child may not be for another, and that some may not even use this term to describe these significantly distressing experiences. Subtheme 1.2: Developmental Disruption Participants frequently shared concerns regarding trauma exposure during childhood due to the way it can impact foundational brain development. Many emphasized that trauma occurring during critical developmental periods can shift neurobiological priorities. Trauma-impacted children were often described as functioning not from a sense of safety and security, but from a survival-centered mindset, focused primarily on how to meet their needs in unstable or unsafe conditions. Furthermore, many referred to the limited agency children have that could make them more vulnerable during this time. As articulated by Participant 1, “For childhood trauma, there's a little bit more of an element [that] they have even less control over what's happening. You know, they…don't really have a choice in how this goes about and how to respond to it.” Participant 7 similarly characterized children as passive participants who tend to absorb and internalize what occurs within their environment. Subtheme 1.3: Structural and Systemic Lens Participants also acknowledged broader structural factors that contribute to trauma. For example, Participant 3 noted how trauma can become so normalized within families that those affected may not even recognize it, leading to perpetuating cycles of intergenerational trauma. Other educators explored systemic factors beyond the family unit that contribute to trauma. Participant 12 highlighted that “poverty is a number one conduit for crime,” and noted the negative impact of unstable housing, such as having to move multiple times in a school year, on students’ well-being and school engagement. Some participants also expressed concerns about the way the education system engages with trauma-impacted children, such as Participant 2 who emphasized that schools often fail to “address the needs of a student before they get into academics.” Theme 2: Indicators of Trauma Participants also discussed characteristics they believe indicate a student has experienced trauma. These accounts reflect reports of observable indicators, such as social, emotional, cognitive, and behavioral cues, within the school environment. Subtheme 2.1: Behavioral and Emotional Signs The most frequently mentioned indicators of trauma were behavioral in nature. As Participant 2 remarked, “If [students] come to school and they’re not functioning because something’s off, that’s a sign of trauma.” While educators described a range of behaviors, most focused on polar ends of the continuum. One side of this continuum involves behavior that manifests outwardly (i.e., externalizing behavior), which includes acting out, aggression, lashing out, outbursts, and defiance, all of which can disrupt the learning environment. While concerns with student misbehavior were frequently mentioned, Participant 6 also described additional manifestations of externalizing behavior, such as the “constant need for interaction and feedback” and “clinginess to an adult that’s not their parent.” On the other side of this continuum is behavior that manifests inwardly (i.e., internalizing behavior), which includes disengagement and a preference for solitude. Participant 8 shared that these students may react to correction or redirection by shutting down entirely, while Participant 12 noted that some use strategies like keeping their sweatshirt hoods on or using earphones to create a sense of privacy and distance from others. Moreover, participants also stressed the significance of observing behavioral trends, explaining that a change in a student’s usual behavior can be just as concerning, if not more, than the behavior itself. As Participant 11 stated, “[Trauma] can kind of manifest in a lot of ways, but if…there's a behavior change, that's usually a really good sign that something's happening.” Likewise, participants described emotional responses that they associate with trauma. Many discussed students crying intensely, though Participant 3 specifically remarked, “When the boys cry, that's when I know something's really, really going on.” Educators also voiced concern over students exhibiting disproportionate emotional responses. For instance, Participant 1 shared their experience with a student “screaming at the top of [their] lungs that he hates you” or “jumping off of desks and throwing chairs and stuff,” whereas Participant 1 spoke of a student who “would freak out every time it was going to rain, because [his family] had lost their roof during the storm so it was pouring in his bedroom.” Participant 10 described a different kind of emotional reactivity, noting the way students may negatively overreact to interactions with authority figures. Educators also noted how increased emotional dysregulation in students may manifest as clinically severe mental health challenges like self-harming behavior and suicidal ideation. Subtheme 2.2: Somatic and Cognitive Signs Participants also discussed somatic signs, such as hunger and hygiene issues, as potential indicators of student trauma. Participant 3 also shared concern with heightened startle responses, referring to students who seem “very jumpy” and “just generally uncomfortable with normal human touch,” such as “a high five, a pat on the back…even a hug.” Sleep was also mentioned, though sometimes associated with home dysfunction and other times described as a possible coping mechanism. Participant 10 reflected: A lot of my children like to avoid things, not because they're sleepy, but because they don't want to…be faced with it, so they go to sleep. But then again, I have...a whole other set of kids that need to…have sleep breaks, because…life is so rough at home, they're not sleeping. Additionally, educators described how students’ physical appearance could indicate experiencing trauma. Several voiced concern over observations of bruising, as well as marks or scars from self-harming. Weight was also identified as a possible indicator of trauma. Alongside weight fluctuation related to clinical depression or eating disorders, Participant 3 noted how weight gain might also indicate a history of sexual abuse, particularly for girls. They further expanded on their opinion by explaining girls may “put on the weight so that they'll no longer be attractive...to their abuser or to…other guys.” Furthermore, participants described how a student’s observed cognitive functioning could indicate a history of trauma. In addition to difficulty focusing, the inability to “follow one- and two-step directions or follow age-appropriate directions” (Participant 7) was also noted. Educators also spoke of trauma-impacted students who appear to exert minimal effort. Participant 11 reflected how these particular students seem as though “they have energy for…nothing else because they’re processing” other things. Subtheme 2.3: School Attendance Participants also characterized school attendance issues as evidence of trauma among students. Educators described instances in which students miss an excessive number of days or simply stop coming to school altogether. Some noted the crucial role caregivers can play in addressing chronic absenteeism, not just in mitigating absences but also in supporting timely arrival to school. Theme 3: Impact of Trauma on Students Participants additionally discussed how they believe trauma impacts the educational achievement, conduct, and overall health of their students. Their accounts emphasized the influence of trauma on students’ functioning within the school setting, but also its impacts extending beyond the classroom. Subtheme 3.1: Academic Impairments Participants consistently discussed academic underdevelopment among students impacted by trauma. Educators saw attendance issues as both a possible indicator and a possible consequence of students experiencing trauma. However, it was also emphasized that academic impairments can still occur regardless of whether students maintain a consistent presence at school. As Participant 10 remarked, “Academically, [trauma] can…cripple them. Not that [these students] can't learn, but they put up such barriers that it stops them from being productive and learning.” Educators described the way these students sometimes struggle to stay engaged in the learning process, “only learn[ing] new things in bits” and “grasping…10 minutes of a class, not 40 minutes or 30 minutes…[if they can] overcome that need to say, or do, or fidget, or stand up” as explained by Participant 4. Many underscored how trauma can contribute to extensive academic impairments. In particular, educators emphasized that trauma experienced during foundational academic years can disrupt the development of essential academic skills that students need to build upon as they progress through grade levels. Participant 7 reported a perceived connection between gaps in academic progress and behavioral concerns, noting how a student’s “struggle to…meet those grade level standards… [sometimes] leads to behavior problems, whether it's because they're bored or they can't do it.” Furthermore, educators emphasized the uncertainty and confusion they sometime experience while trying to identify the source of a student’s academic difficulties. Participant 3 used an analogy to describe this experience: “It's almost like being a doctor. It's like, ‘Okay, this kid's not doing well. What is it? Is it a learning issue? …a home issue?’ You just, you don't know, and it's almost like you have to do all of this dissecting before you can even help the child.” Subtheme 3.2: Social and Relational Challenges The most frequently mentioned effect of trauma on students was the impact on their ability to form healthy relationships. Several participants noted challenges in students’ social skills, with Participant 8 remarking, “They're very careful who they talk to.” While some trauma-impacted students may demonstrate a preference for solitude, others were observed to have an inclination to “fight somebody over the most ridiculous thing” (Participant 4). Moreover, Participant 3 shed light on how peers may ostracize students for the trauma responses they display: “Kids who cry, kids who act out…the other kids don't want to hang around them. They alienate them.” Observation of fawn trauma responses, a more subtle yet still impactful disruption to social development, was also discussed. Participant 3 emphasized that although such behaviors may appear agreeable or compliant, they can be detrimental to a child’s ability to form authentic relationships. Participant 3 characterized these students as the children who “do everything that they can to make you happy,” driven by a fear that someone will “get mad at” them or by an intense need “to be liked.” Regardless of whether students demonstrate concerning externalizing or internalizing behavior, Participant 3 summarized, “That's a child that doesn't trust.” Subtheme 3.3: Long-Term Risk Participants were concerned with the emergence of persistent risk-taking patterns as a result of childhood trauma, referencing the way trauma-impacted students may struggle with increased impulsivity and poor coping mechanisms. Participant 3 emphasized the likelihood of these students “getting into things like drug use,” sharing their belief that, “If there's nobody there showing you a better way, teaching you skills, social-emotional skills…that's how you end up an addict.” Participant 3 also noted that, without early intervention, these patterns can become ingrained over time, not just in individuals, but in families and entire communities: “You end up with these adults who are…just, very emotionally dysregulated; a lot of times criminally involved; in…toxic and horrible relationships…and then it just perpetuates the cycle. The cycle never breaks.” Theme 4: Support Strategies and Approaches Lastly, participants discussed the various strategies and approaches they use to support students impacted by trauma. Their accounts focused on the ways they utilize trauma awareness, relationship building, regulation support, and connections to resources, as well as self-regulation and boundary-setting, to address their students’ needs more effectively. Subtheme 4.1: Trauma Awareness Participants described the ways they develop an awareness of trauma and its implications to support trauma-impacted students. This includes having a nuanced understanding of the reality of trauma, especially within structural and cultural contexts. As Participant 12 stated, “Many of our kids, they may be 15–16 years old on paper, but in real life, they're, like, 23–24,” adding, “It's like living an adult life as you are still basically a child, and having to grow up so much faster.” Participant 3 added to this, sharing their concern for the way students and families may feel stigmatized and punished by schools, rather than embraced and supported, “for things that are happening that are out of their control.” Moreover, educators discussed how one’s personal identity can contribute to their awareness of trauma. Participant 12 shared how “relatability through the trauma…[is] almost like a superpower for [them],” explaining, “Somebody who may be from Harvard and got all kind of degrees and smart as all outdoors…ain't relatable to the kids.” Participants also noted the challenges educators sometimes face in addressing student concerns while trying to respect cultural differences, particularly when a culture’s values may conflict with those of the educators or the education system itself. Participants also explored the way trauma awareness, whether in general terms or within the context of a particular student, can aid in how they make sense of and reframe student behavior. Many likened the application of trauma awareness to a shift in perspective: namely, using empathy to contextualize behaviors. Participant 4 shared their experience with this change in mindset, explaining, “When I first started teaching… I had…all these kind of explanations [for] these children’s behaviors. But…you start knowing the child, and you realize… all of [these] behavior difficulties…it’s just trauma.” While Participant 3 spoke of applying one’s trauma awareness to modify expectations of students, they also emphasized the need to refrain from outright lowering standards for trauma-impacted students: “They have to get the same expectations as everybody else, and then you support them along the way. … They take more mentoring…guidance, but…they are fully capable.” It should be noted, however, that participants often described their endeavors to develop knowledge and awareness of trauma as individual pursuits. Very few educators reported receiving any sort of trauma training throughout their teaching careers, aside from the occasional professional development facilitated by their school district. Subtheme 4.2: Nurturing Relationships Across all interviews, intentionally developing nurturing relationships with students impacted by trauma was deemed the most effective way to engage and support them. As Participant 2 shared, “I think when you have that relationship…[students] trust you to do anything and will try anything you ask them to do.” However, participants also acknowledged that these students may not always respond openly to support; rather, they may be hesitant or even resist their teacher’s attempts to connect. Participant 10 described how these students “may treat you worse than they treat anybody else” as a way of testing whether an adult will remain supportive. Despite these challenges, educators maintained that students impacted by trauma need to know that someone is there for them, regardless of how they respond to one’s efforts. Many highlighted the importance of acknowledging the strength and perseverance of trauma-impacted students. Participant 3 emphasized the power of telling these students, “Look at all that you’re going through, and look at how strong you’re becoming,” as well as, “Yes, you have been through trauma, but that doesn't mean you can't do awesome things.” Educators also noted that embracing empathy can also shape how they respond to student behavior. For example, Participant 9 described accommodating students who work to support their families, explaining, “They're tired because they closed at 1 or 2 [AM]…so…I'm gonna give them 10 or 20 minutes…because [with that] little power nap…I can get something from them later.” Educators highlighted the benefit of approaching their interactions with students with curiosity and always assuming the best of their students. They discussed the importance of seeking to understand the meaning behind student behavior, rather than simply reacting to their actions. Teachers also emphasized the benefit of getting to know students on a more personal level, not just within the context of educational instruction. Participant 12 spoke of their efforts to build rapport with their students by being able to discuss a wide range of student interests. They also highlighted the reciprocity of his student relationships, sharing, “I tell the kids, I learn just as much from y'all as, you know, y'all learn from me.” Participant 7 described this as “teacher knowledge of students,” explaining, “It's like if you were in sales and you were selling something, it's knowing your product really well. So, there's definitely some strategy in terms of knowing the student.” Notably, some participants mentioned using restorative approaches to navigate conflict with students impacted by trauma. Participant 3 reflected, “I always loved restorative conversations, because I felt like my needs as an educator were acknowledged, that I need to be able to work in a safe space, too.” They recounted a time in which they facilitated a restorative conversation with a student after a behavioral incident, using communication strategies like ‘I-statements’ to process the incident as well as share feelings and review expectations. The goal, Participant 3 emphasized, was “not to punish but to…help him understand that you just can't do that,” adding, “And I never had a problem with him after that.” Not only was the importance of student relationships frequently discussed, but also relationships with their families. Participant 4 shared, “I've always believed that my best ally is whoever's taking care of the child…the adult at home.” Many participants identified family communication and collaboration as effective ways to better support their students. Educators emphasized the benefit of proactive assertive communication with families. However, this includes not just calling home for misbehavior, but also calling to ask questions, express concerns, and celebrate their children’s achievements. Subtheme 4.3: Regulation Support Participants also discussed supporting trauma-impacted students through the intentional use of regulation strategies. Many stressed the importance of establishing and maintaining a sense of safety in their classrooms. In addition to addressing violence at school so that students can feel physically safe, educators also cited the need to cultivate a sense of psychological safety within these students. As Participant 3 remarked, “You can always create a safe space for kids. They might not respond to it, but you can always create it.” Several educators discussed the benefit of having direct, private conversations with these students to address concerns. Participant 3 shared how they have learned over the years that students “hate it…when you call home first, when you go to the principal first, when you go to the social worker first,” clarifying, “They want…you to talk to them first.” Educators also highlighted the importance of allowing time and space for students to de-escalate so as to not escalate a situation further. Somatic strategies, such as breathing exercises or structured movement, were noted to aid students in this process. Providing students with choices was another commonly discussed regulation strategy. Participant 1 reflected how having the power to choose can be particularly appealing to students who may feel powerless in other areas of their lives. The participant shared an example of offering a dysregulated student various seating options, including the option to stand while working, in order to support task initiation and completion, emphasizing, “The purpose is to do the activity, no matter how you're there.” Participants also underscored that maintaining structure is crucial in supporting behavioral and emotional regulation. Participant 1 highlighted how students impacted by trauma need to be able to “know that something is going to be exactly as you said it was going to be.” This approach also includes being consistent with setting and reinforcing behavioral expectations by providing appropriate consequences. Participant 3 explained that this assists students in grasping the boundaries of acceptable behavior within the school community, saying, “Part of being a community member [means] there are expectations, there are rules. You don't follow the rules, there's a consequence. It's just a part of human existence.” Subtheme 4.4: Collaboration Across Systems Support for trauma-impacted students was described by participants as a collective responsibility. Several educators underscored the value of collaborating across systems to identify and address student needs. As Participant 7 discussed, “If you are given some insights ahead – whether it be from a previous teacher, somebody that knows the child or knows the family or the social worker – it helps.” For instance, the benefit of collaborating with the family system was frequently highlighted. Participant 4 shared how they “always touch base with [families] before school starts,” asking caregivers, “‘How was the [previous] grade? What challenges did [your child] have? What would [you] like [your] child to accomplish this year?’” Participant 2 also noted the importance of maintaining respect for the family while partnering together to support their student. Educators also detailed the ways in which they would collaborate with fellow educators to gain insight into a student’s history or current struggles in order to proactively plan and intentionally respond. Educators also emphasized the benefit of working together to maintain a positive school climate as a way to support students impacted by trauma. This includes cultivating a sense of belonging, as articulated by Participant 8: “When they come to school, this is their second home… They spend as much time in school as they don't. So…letting them know that school is there for them…I think that that's a very big thing.”. Half of the participants specifically mentioned partnering with their school social worker. As Participant 3 explained, “When I ask for a referral for the social worker… It's a kid that needs more support than what we can give them as teachers.” One participant even mentioned feeling personally supported by their school social worker. Subtheme 4.5: Self-Regulation and Boundaries Lastly, participants acknowledged the internal work required to support students impacted by trauma. Several mentioned the self-awareness and self-management it takes to preserve student-centered, supportive dynamics in their classroom when working with trauma-impacted students. Participants discussed the ways in which they prioritize emotional regulation, both in and outside of the school setting. For example, educators described practicing self-regulation, sometimes needing to leave the room to ensure they do not overreact to a challenging situation. Participant 6 recalled sometimes having to “leave the room, cry [their] eyes out, then go back to teaching.” Co-regulation was also mentioned, as illustrated by Participant 9’s account of the system they and their fellow teachers personally developed to support each other during the school day: If I send a child to the next person's class with a paperclip, [that] paperclip meant 'five minutes,' okay? So, if I put three paper clips in this envelope and send it next door, and I know [the student] likes that teacher next door, she knows to hold on to this child for about 15 minutes. Other efforts to support emotional regulation included seeking professional mental health support, so as to not “drag all that baggage…back to school” (Participant 3). Maintaining healthy boundaries was also emphasized. Alongside not taking things personally, educators stressed the importance of distinguishing between empathy and over-identification with student concerns. They highlighted the importance of remembering their locus of control to focus on what they can realistically do to support trauma-impacted students. Participant 7 reflected, “You can only do what's in front of you… You just always hope you leave them better…that you're passing on the best you can of that version of that child at that moment in time.” Participant 3 expanded on this, saying, “What I can do is empower [students] through learning to try to save themselves.” Still, participants underscored the importance of practicing self-compassion throughout this process, as demonstrated by Participant 7’s remark, “All the years that I've been teaching, I'm learning, myself.” Discussion This study aimed to examine how New Orleans educators perceive and respond to the impact of trauma on their students. Examined within a trauma-informed care framework, the findings illustrate how trauma is understood, identified, and addressed at the classroom level. This framework is guided by SAMHSA’s (2014) four R’s of trauma-informed care: Realization (understanding the pervasiveness of trauma), Recognition (identifying signs and symptoms of trauma), Response (integrating trauma knowledge into all aspects of practice), and Resist Re-traumatization (preventing further harm by minimizing unnecessary triggers and adopting procedures and policies that are trauma-informed). How Educators Understand Trauma The first research question sought to learn how educators in New Orleans define trauma, both in general terms and within the context of childhood. Study participants demonstrated a strong awareness of trauma’s prevalence and complexity. Educators characterized trauma as a highly personal experience, shaped by an individual’s interpretation rather than the objective nature the event itself. Trauma was also described as existing on a spectrum. Participants discussed acute traumatic experiences, such as natural disasters (e.g., Hurricanes Katrina in 2005 and Ida in 2021), as well as cumulative traumatic stress from chronic exposure to violence and family dysfunction. They also acknowledged that indirect exposure to trauma can be just as harmful as direct experience. These insights are consistent with established trauma research (Bremner et al., 2007 ; Brown et al., 2009 ; Straussner & Calnan, 2014 ; van der Kolk et al., 2005 ) and align with the TIC principle of Realization (SAMHSA, 2014). Participants voiced heightened concern about trauma exposure in childhood. Educators emphasized that individuals are more likely to be affected by trauma when their brain and body are experiencing significant growth, an understanding that parallels academic consensus (Cannon, 1932 ; Chrousos et al., 1992; Johnson, 2018 ; LeDoux, 1998 ; McEwen, 2000 ; Straussner & Calnan, 2014 ). However, it should be noted that many participants identified a child’s limited agency as a factor that makes them especially vulnerable to harm, which is an element of childhood trauma that is less frequently discussed. Some participants discussed trauma with the lens of broader systemic conditions, underscoring how social issues largely contribute to trauma exposure during childhood. These findings add to the literature by capturing how New Orleans educators are more likely to view trauma as not just a singular experience but also a collective experience. Their insights highlight the increasingly discussed shift from understanding trauma as an individualized pathology toward a more ecological perspective (DeCandia & Guarino, 2015 ). This consideration not only reflects the progression of trauma research but is also particularly relevant for historically marginalized regions, where frequent adversity can lead to trauma being overlooked or even normalized. How Educators Identify Trauma The second research question examined how educators in New Orleans recognize student trauma. In accordance with the TIC principle of Recognition (SAMHSA, 2014), participants identified signs of trauma across various domains. Educators reported relying heavily on behavioral cues, detailing their experiences with externalizing behavior (e.g., aggression, defiance) and internalizing behavior (e.g., withdrawal, apathy) in students. They also described manifestations of trauma as emotional signs (e.g., emotional dysregulation and reactivity), somatic cues (e.g., hunger, fatigue, poor hygiene, weight, bruises/scars), and cognitive challenges (e.g., difficulty with focus, processing information, and memory). They also cited absenteeism and academic disengagement as other indicators of trauma. These reports are strikingly consistent with the literature on childhood trauma (De Bellis & Zisk, 2014 ; Hart & Rubia, 2012 ; Johnson, 2018 ; McLean et al., 2014 ; Noltemeyer et al., 2015 ; Perry & Morris, 2014 ; Schwartz & Perry, 1994; Straussner & Calnan, 2014 ). Yet, some educators expanded the discussion of internalizing behavior to include the fawn stress response. Although these people-pleasing tendencies can appear as friendly behavior, they can undermine secure attachment and distort a child’s sense of self (McLean et al., 2014 ), which makes the lack of academic discourse on this issue troubling. Participants also mentioned their ability to recognize trauma in their students, even when they cannot or do not articulate their distress. This insight corresponds with existing literature that conceptualizes behavior as a form of communication among children (McGuire & VanUitert, 2024 ). It also reinforces the growing call to reframe dysregulated behavior with a trauma-informed lens, understanding it as an expression of unmet needs rather than purposeful disobedience (Reckdahl, 2017 ). This insight additionally supports research focused on the important role of adults, especially educators, in proactive efforts to identify youth mental health concerns and connect them with appropriate care (Jensen et al., 2011 ). Yet, participants stressed the importance of recognizing trends, rather than viewing signs of trauma in isolation, with many reporting particular attunement to shifts in their students’ typical behavior or demeanor. This finding contributes to the literature by illustrating how educators leverage their closeness to students to distinguish signs of trauma that may otherwise go unnoticed or be misinterpreted. How Educators Perceive Trauma’s Effects The third research question investigated how New Orleans educators perceive the impact of trauma on students. In alignment with the TIC principle of Realization (SAMHSA, 2014), all participants showed a deep awareness of the way trauma affects students, with many consistently describing trauma as a significant barrier to learning. This was particularly evident in participants’ accounts of students’ struggles with executive functioning (e.g., maintaining focus, retaining information, initiating tasks, completing assignments), coupled with emotional and behavioral dysregulation (e.g., heightened reactivity, frustration intolerance, disproportionate emotional responses, difficulty self-regulating). These challenges can limit active engagement in the learning process, which often contributes to the academic gaps commonly observed among trauma-impacted students. These reports correspond with existing literature that recognizes how trauma disrupts healthy child development in various ways (De Bellis & Zisk, 2014 ; Hart & Rubia, 2012 ; McLean et al., 2014 ; Johnson, 2018 ; Schwartz & Perry, 1994; Straussner & Calnan, 2014 ). Educators also described the complications involved in determining the root cause(s) of a student’s academic difficulties. Participants reported frequently trying to identify whether challenges may stem from learning disabilities or adverse environmental factors. These reports contribute to the literature by illustrating how numerous factors can simultaneously intersect to influence a student’s academic performance. This insight is particularly significant when considering the disproportionate number of students of color in special education, especially within historically marginalized regions (Morgan, 2020 ), such as the city of New Orleans. Furthermore, educators expressed heightened concern regarding the long-term consequences of unaddressed trauma. Participants recognized that the lack of adaptive coping skills, emotional support at home, and social-emotional knowledge can lead to trauma compounding over time. Many referenced how children can develop severe mental health challenges and increasingly depend on maladaptive coping mechanisms for relief (e.g., substance use, self-harm), citing broader ramifications such as addiction, suicidal ideation/behavior, juvenile justice system involvement, and dropping out of school. These insights align with the TIC principle of Resist Re-traumatization (SAMHSA, 2014), as educators underscored the importance of proactive intervention to prevent trauma from evolving into pervasive challenges that can profoundly impact the trajectory of a child’s life. These reports also parallel existing research that associates childhood trauma with adverse long-term outcomes (Felitti et al., 1998 ). How Educators Provide Support The final research question explored how educators respond to student trauma. Across interviews, the most frequently mentioned form of support was the intentional development of nurturing relationships with trauma-impacted students. Participants shared efforts to be consistent, trusted adults to these students who often lack stability and emotional safety in other areas of their lives. This relational approach to behavior management is well established in the literature regarding trauma-informed education, reflecting the notion that connection is more effective than correction (Souers & Hall, 2016 ). The use of regulation support strategies was also discussed. For instance, educators described incorporating somatic strategies, providing space and time for students to de-escalate, and offering structured choices to support agency and reduce power struggles. These approaches correspond with the TIC principle of Response (SAMHSA, 2014), which notes the effectiveness of strategies that utilize structured flexibility to promote academic engagement while also meeting student needs. Another important finding revealed how educators apply their trauma awareness while working with these students. Participants explained how knowing the impact of trauma, along with children’s personal histories and environmental contexts, enables them to better understand the demeanor and behavior of students, which may seem apathetic, disrespectful, or defiant. At the same time, participants often noted a lack of formal trauma training; instead, they had to seek this information themselves in an effort to support their students more effectively. This aligns with recent literature that indicates a lack of training contributes to feelings of unpreparedness and inefficacy among educators who work with students impacted by trauma (Lancaster, 2021 ; Louth & Willis, 2024 ). Collaboration across systems was also mentioned as a key support strategy. Participants discussed engaging with families, partnering with fellow educators, and coordinating with school social workers to recognize concerns and advocate for students whose needs extend beyond their capabilities. This finding highlights the role of educators within a broader network of student support, which aligns with studies that call for interdisciplinary collaboration to address the multifaceted impact of childhood trauma (Frauenholtz et al., 2017 ; Sun et al., 2025 ). Perhaps most notably, educators emphasized the need to self-regulate and set clear boundaries while working with trauma-impacted students. Participants acknowledged that their own dysregulated responses could unintentionally reinforce feelings of helplessness, anger, fear, or shame in their students, which corresponds with the TIC principle of Resist Re-traumatization (SAMHSA, 2014). Many shared examples of deliberately taking a moment to compose themselves, sometimes with the help of their peers, in order to avoid escalating interactions and circumstances. Some also noted the role of therapy in maintaining their emotional and psychological well-being. These accounts emphasize the importance of supporting those who care for trauma-impacted individuals, an essential yet often overlooked component of trauma-informed care. Implications for Practice and Policy The findings of this study offer several implications for strengthening trauma-informed education. First, educators need to regularly receive comprehensive training on the multifaceted nature and impact of childhood trauma. Such training should include multiple frameworks that contextualize trauma within the context of social determinants and broader systemic structures. Additionally, personal reflexivity is an important aspect of trauma training to promote empathy and self-awareness among educators, both of which are critical in trauma-informed care. Training should cover a wide range of trauma indicators, including not just overt behavioral and emotional cues but also subtle and somatic signs, as well as patterns that emerge academically. Another way to strengthen this effort involves utilizing school data systems with a trauma-informed lens to identify potential warning signs within a student’s behavioral, academic, and attendance trends. Collaboration with school mental health professionals, families, and fellow educators should also be encouraged to allow for timely identification and coordinated efforts to support students. School-based interventions should be proactive, universal among all students, and focus on holistic development that blends academic and social-emotional learning. Data-driven, tiered interventions, known as Multi-Tiered Systems of Support (MTSS; Nitz et al., 2023 ), are often used for students requiring more individualized support; however, these interventions should be implemented through a trauma-informed lens that prioritizes co-regulation and relational repair alongside academic recovery. Furthermore, educators must be provided with various creative strategies that are relationship-driven, regulation-focused, and engagement-centered to better engage trauma-impacted students in the classroom. It is important to note, however, that educator wellness is essential to the successful implementation of trauma-informed education. Meaningful training, as well as organizational supports like reduced class sizes, additional staff, greater administrative support, and improved physical and mental health benefits, are vital to preventing teacher burnout. Investing in the well-being of educators enables them to be the regulated and responsive adults their students need. This, in turn, not only enhances the safety of schools, but also their effectiveness and sustainability in educating students impacted by trauma. Limitations and Future Research The limitations of this study should be considered when interpreting its findings. For example, the study’s qualitative design and focus on New Orleans, as well as its small sample size and voluntary sampling, hinder generalization of the results. Moreover, this study lacks triangulation, as data analysis was completed solely by the primary investigator. Future studies should include school leaders, families, and students themselves as participants to more fully explore the scope of trauma within the school setting. Additionally, the use of a mixed-methods research design that integrates personal insights with quantitative data (e.g., academic performance, attendance patterns, behavioral trends) could also offer more comprehensive insights. Conclusion This study illustrates how trauma-informed education cannot be reduced to a checklist or a curriculum. Rather, it is a deeply relational and reflective practice, grounded in safety, connection, and empowerment. The findings reveal how, through the power of relationships, trauma-informed education can bridge the gap between student well-being and academic achievement. This affirms the understanding that, while healthy development may begin at home, it is nurtured and sustained within the school environment. On the other hand, the accounts of these New Orleans educators also highlight the toll this work can take on someone. While educators work hard to adapt to support trauma-impacted students, they often lack adequate structural assistance due to systemic gaps and insufficient policies. Ultimately, the results of this study call on school leaders and lawmakers to urgently invest in greater trauma training, educator wellness, and interdisciplinary collaboration. Such measures are essential to create school systems, in New Orleans and beyond, where both trauma-impacted students and the adults who support them are equipped to thrive. References Alisic E (2012) Teachers’ perspectives on providing support to children after trauma: A qualitative study. School Psychol 27(1):51–59. https://doi.org/10.1037/a0028590 Aragón KM, Mullin AC, Felix ED, Appel O, Sharkey JD (2024) Identifying what educators need to support trauma-informed practices in the schools: A community needs assessment. School Psychol 39(5):520–529. https://doi.org/10.1037/spq0000621 Ballin AE (2021) Connecting trauma-sensitive schooling and social–emotional learning to promote educational equity: One school’s intentional design. Child Schools 44(2):107–115. https://doi.org/10.1093/cs/cdab032 Bilbrey JB, Castanon KL, Copeland RB, Evanshen PA, Trivette CM (2024) Primary early childhood educators’ perspective of trauma-informed knowledge, confidence, and training. Australian Educational Researcher 51:67–88. https://doi.org/10.1007/s13384-022-00582-9 Bethell CD, Davis MB, Gombojav N, Stumbo S, Powers K (2017) October). A national and across state profile on adverse childhood experiences among children and possibilities to heal and thrive [Issue brief]. Johns Hopkins Bloomberg School of Public Health. https://www.changeimpact.net/uploads/1/0/2/1/102192352/ti._aces_issue_brief_-_oct_2017.pdf Berger E, O’Donohue K, La C, Quinones G, Barnes M (2023) Early childhood professionls’ perspectives on dealing with trauma of children. School Mental Health 15:300–311. https://doi.org/10.1007/s12310-022-09551-0 Bernstein DP, Ahluvalia T, Pogge D, Handelsman L (1997) Validity of the Childhood Trauma Questionnaire in an adolescent psychiatric population. J Am Acad Child Adolesc Psychiatry 36(3):340–348. https://doi.org/10.1097/00004583-199703000-00012 Blanton MA, Richie FJ, Langhinrichsen-Rohling J (2022) Readiness to change: A pathway to the adoption of trauma-sensitive teaching. Behav Sci 12(11):445. https://doi.org/10.3390/bs12110445 Bremner JD, Bolus R, Mayer EA (2007) Psychometric properties of the Early Trauma Inventory-Self Report. J Nerv Ment Dis 195(3):211–218. https://doi.org/10.1097/01.nmd.0000243824.84651.6c Brown DW, Anda RF, Tiemeier H, Felitti VJ, Edwards VJ, Croft JB, Giles WH (2009) Adverse childhood experiences and the risk of premature mortality. Am J Prev Med 37(5):389–396. https://doi.org/10.1016/j.amepre.2009.06.021 Brown EC, Freedle A, Hurless NL, Miller RD, Martin C, Paul ZA (2022) Preparing teacher candidates for trauma-informed practices. Urban Educ 57(4):662–685. https://doi.org/10.1177/0042085920974084 Brunzell T, Waters L, Stokes H (2022) Teacher perspectives when learning trauma-informed practice pedagogies: Stories of making meaning at work. Front Educ 7:852228. https://doi.org/10.3389/feduc.2022.852228 Burleson A (2023) Educators’ perceptions of trauma-informed instructional practices in one Northeast Tennessee school district [Doctoral dissertation, East Tennessee State University]. Electronic Theses and Dissertations. https://dc.etsu.edu/etd/4318 Cannon WB (1932) The wisdom of the body. W. W. Norton & Company Chrousos GP, Gold PW (1992) The concepts of stress and stress system disorders. Overview of physical and behavioral homeostasis. J Am Med Association (JAMA) 267(9):1244–1252 Davis CR, Baker CN, Osborn J, Overstreet S, the New Orleans Trauma-Informed Schools Learning Initiative (2024) Understanding teacher self-efficacy to address students’ social-emotional needs in the COVID-19 pandemic. Urban Educ 59(8):2427–2457. https://doi.org/10.1177/00420859221099834 Davis W, Petrovic L, Whalen K, Danna L, Zeigler K, Brewton A, Joseph M, Baker CN, Overstreet S, the New Orleans Trauma-Informed Learning Collaborative (2022) Centering trauma-informed approaches in schools within a social justice framework. Psychol Schools 59:2453–2470. https://doi.org/10.1002/pits.22664 De Bellis MD, Zisk A (2014) The biological effects of childhood trauma. Child Adolesc Psychiatr Clin N Am 23(2):185–222. https://doi.org/10.1016/j.chc.2014.01.002 DeCandia CJ, Guarino K (2015) Trauma-informed care: An ecological response. J Child Youth Care Work 25:7–32. https://doi.org/10.1002/pits.22102 Dhawan R, Sinha A (2022) Cognitive processing of small ‘t’ trauma among adults. Int J Indian Psychol 10(1):856–872. https://doi.org/10.25215/1001.088 Downey C, Crummy A (2021) The impact of childhood trauma on children’s wellbeing and adult behavior. Eur J Trauma Dissociation 6(1):100237. https://doi.org/10.1016/j.ejtd.2021.100237 Felitti VJ, Anda RF, Nordenberg D, Williamson DF, Spitz AM, Edwards V, Koss MP, Marks JS (1998) Relationship of childhood abuse and household dysfunction to many of the leading causes of death in adults: The Adverse Childhood Experiences (ACE) Study. Am J Prev Med 14(4):245–258. https://doi.org/10.1016/s0749-3797(98)00017-8 Frauenholtz S, Mendenhall AN, Moon J (2017) Role of school employees’ mental health knowledge in interdisciplinary collaborations to support the academic success of students experiencing mental health distress. Child Schools 39(2):71–79. https://doi.org/10.1093/cs/cdx004 Goodman RD, West-Olatunji CA (2008) Transgenerational trauma and resilience: Improving mental health counseling for survivors of Hurricane Katrina. J Mental Health Couns 30(2):121–136. https://doi.org/10.17744/mehc.30.2.q52260n242204r84 Grimes TO, Kirsch JL, Roosma SK, Walters AD (2023) Understanding the experiences of rural school counselors implementing trauma-informed practices. Theory Pract Rural Educ 13(2):76–103. https://doi.org/10.3776/tpre.2023.v13n2p76-103 Hart H, Rubia K (2012) Neuroimaging of child abuse: a critical review. Front Hum Neurosci 6:52. https://doi.org/10.3389/fnhum.2012.00052 Health Resources and Services Administration (HRSA), Maternal and Child Health Bureau (MCHB), & Centers for Disease Control and Prevention (CDC), National Center for Health Statistics (NCHS) (2013) National Survey of Children's Health, 2011–2012 [Dataset]. https://www.childhealthdata.org/browse/archive-prior-year-nsch-and-ns-cshcn-data-resources/nsch-profiles Jensen PS, Goldman E, Offord D, Costello EJ, Friedman R, Huff B, Crowe M, Amsel L, Bennett K, Bird H, Conger R, Fisher P, Hoagwood K, Kessler RC, Roberts R (2011) Overlooked and underserved: Action signs for identifying children with unmet mental health needs. Pediatrics 128(5):970–979. https://doi.org/10.1542/peds.2009-0367 Johnson ME (2018) The effects of traumatic experiences on academic relationships and expectations in justice-involved children. Psychol Sch 55(3):240–249. https://doi.org/10.1002/pits.22102 Kalmakis KA, Chandler GE (2014) Adverse childhood experiences: Towards a clear conceptual meaning. J Adv Nurs 70(7):1489–1501. https://doi.org/10.1111/jan.12329 Knox J (2025) Lessons learned from implementing a culturally responsive, trauma-informed training series. J Trauma Stud Educ. https://doi.org/10.70085/jtse.v4i2.145 Lai BS, Osborne MC, Lee N, Self-Brown S, Esnard A-M, Kelley ML (2018) Trauma-informed schools: Child disaster exposure, community violence and somatic symptoms. J Affect Disord 238:586–592. https://doi.org/10.1016/j.jad.2018.05.062 Lancaster S (2021) Teacher self-efficacy: The missing piece to trauma-informed classroom interventions. Advocate 26(2). https://doi.org/10.4148/2637-4552.1159 LeDoux J (1998) Fear and the brain: Where have we been, and where are we going? Biol Psychiatry 44(12):1229–1238. https://doi.org/10.1016/s0006-3223(98)00282-0 Lee AH, Brown E (2022) Examining the effectiveness of trauma-focused cognitive behavioral therapy on children and adolescents’ executive function. Child Abuse Negl 126:105516. https://doi.org/10.1016/j.chiabu.2022.105516 Lincoln YS, Guba EG (1985) Naturalistic inquiry. Sage https://doi.org/10.1016/0147-1767(85)90062-8 Louth SA, Willis A (2024) Multidisciplinary approaches to establishing trauma informed practice for pre-service teachers. Asia Pac Educ Rev 25(2):541–553. https://doi.org/10.1007/s12564-024-09944-7 McEwen BS (2000) The neurobiology of stress: From serendipity to clinical relevance. Brain Res 886(1–2):172–189. https://doi.org/10.1016/s0006-8993(00)02950-4 McGinley E, Varchevker A (eds) (2013) Enduring trauma through the life cycle. Karnac Books McGuire SN, VanUitert VJ (2024) Hearing behavioral messages: Avoiding misinterpretation to make effective, inclusive decisions. Early Childhood Educ J. https://doi.org/10.1007/s10643-024-01676-y McLean CP, Morris SH, Conklin P, Jayawickreme N, Foa EB (2014) Trauma characteristics and posttraumatic stress disorder among adolescent survivors of childhood sexual abuse. J Family Violence 29(5):559–566. https://doi.org/10.1007/s10896-014-9613-6 Morgan H (2020) Misunderstood and mistreated: Students of color in special education. Voices reform: Educational Res Inf reform 3(2):72–81. https://files.eric.ed.gov/fulltext/ED610548.pdf The National Child Traumatic Stress Network (NCTSN) (n.d.). Populations at risk. https://www.nctsn.org/what-is-child-trauma/populations-at-risk The National Child Traumatic Stress Network (NCTSN) (2017) Creating, supporting, and sustaining trauma-informed schools: A system framework. https://www.nctsn.org/sites/default/files/resources/creating_supporting_sustaining_trauma_informed_schools_a_systems_framework.pdf The New Orleans Children and Youth Planning Board (CYPB) (2019) Called to Care: Promoting Compassionate Healing for our Children [Report]. Institute of Women and Ethnic Studies. https://static1.squarespace.com/static/59f78bfbf43b558afe23e48a/t/5dbb1d538c5eb01fe0aec765/1572543847030/Called-to-CareTask-Force-Report_FINAL_small.pdf Nitz J, Brack F, Hertel S, Krull J, Stephan H, Hennemann T, Hanisch C (2023) Multi-tiered systems of support with focus on behavioral modification in elementary schools: A systematic review. Heliyon 9(6):e17506. https://doi.org/10.1016/j.heliyon.2023.e17506 Noltemeyer AL, Ward RM, Mcloughlin C (2015) Relationship Between School Suspension and Student Outcomes: A meta-Analysis. School Psychol Rev 44(2):224–240. https://doi.org/10.17105/spr-14-0008.1 Perry BL, Morris EW (2014) Suspending progress: Collateral consequences of exclusionary punishment in public schools. Am Sociol Rev 79(6):1067–1087 Reckdahl K (2017), January 25 A new movement to treat troubled children as ‘sad, not bad.’ The Hechinger Report. https://hechingerreport.org/a-new-movement-to-treat-troubled-children-as-sad-not-bad/ Roche AI, Kroska EB, Miller ML, Kroska SK, O’Hara MW (2019) Childhood trauma and problem behavior: Examining the mediating roles of experiential avoidance and mindfulness processes. J Am Coll Health 67(1):17–26. https://doi.org/10.1080/07448481.2018.1455689 Sager J (2024) Early childhood teachers’ perspectives regarding training to address the needs of children who experience trauma [Doctoral dissertation, Walden University]. ScholarWorks. https://scholarworks.waldenu.edu/dissertations/16321 Schwarz ED, Perry BD (1994) The post-traumatic response in children and adolescents. Psychiatr Clin North Am 17(2):311–326 Shapiro F (1995) Eye movement desensitization and reprocessing: Basic principles, protocols and procedures. Guilford Press Shervington DO (2019) Ending the epidemic of childhood trauma . Institute for Women and Ethnic Studies. https://static1.squarespace.com/static/59f78bfbf43b558afe23e48a/t/5db99ce5ae69931bf8df1cf2/1572445418197/ Congressional+testimony+%28Ending+the+Epidemic+of+Childhood+Trauma%29.pdf Souers K, Hall P (2016) Fostering resilient learners: Strategies for creating a trauma-sensitive classroom. ASCD Straussner SLA, Calnan AJ (2014) Trauma through the life cycle: A review of current literature. Clin Soc Work J 42:323–335. https://doi.org/10.1007/s10615-014-0496-z Sun Y, Skouteris H, Tamblyn A, Berger E, Blewitt C (2025) Cross-disciplinary collaboration to promote trauma-informed practices in early childhood and primary education. Trauma, Violence, & Abuse . https://doi.org/10.1177/15248380251325217 Substance Abuse and Mental Health Services Administration (SAMHSA) (2014) SAMHSA’s concept of trauma and guidance for a trauma-informed approach (HHS Publication No. SMA-14-4884). SAMHSA’s Trauma and Justice Strategic Initiative. https://library.samhsa.gov/product/samhsas-concept-trauma-and-guidance-trauma-informed-approach/sma14-4884 Wells T, Taylor AJ, Young R (2022) Kentucky school administrator perspectives on trauma-informed practices: Implications for critical supervision. J Educational Superv 5(3):61–80. https://doi.org/10.31045/jes.5.3.3 van der Kolk BA, Roth S, Pelcovitz D, Sunday S, Spinazzola J (2005) Disorders of extreme stress: The empirical foundation of a complex adaptation to trauma. J Trauma Stress 18(5):389–399. https://doi.org/10.1002/jts.20047 Additional Declarations The authors declare potential competing interests as follows: Funding: No funding was received for conducting this study and preparing this manuscript. Competing Interests: The primary author/investigator is a former employee of Jefferson Parish Public schools; however, this affiliation did not influence the study design, data collection, analysis, interpretation, or reporting of results. There are no relevant financial or non-financial interests to be disclosed by any of the authors. Ethics Approval: This study was approved by the Institutional Review Board at Tulane University and was performed in line with the principles of the Declaration of Helsinki. Consent to Participate: All individual participants provided informed consent. Consent to Publish: Not applicable to this submission, as there is no identifiable participant information included in the article. Data, Materials, and/or Code Availability: The qualitative interview data that supports the findings of this study are not publicly available in order to protect participant confidentiality and privacy. Authors’ Contributions: Amanda C. Lally conceptualized and designed the study, collected and analyzed the data, and drafted the manuscript. Audrey Hang Hai provided critical feedback and assisted in editing the final manuscript. Jasmine Polk contributed to data analysis and interpretation of findings. The final version of the manuscript has been approved by all authors. Cite Share Download PDF Status: Posted Version 1 posted You are reading this latest preprint version Research Square lets you share your work early, gain feedback from the community, and start making changes to your manuscript prior to peer review in a journal. As a division of Research Square Company, we’re committed to making research communication faster, fairer, and more useful. We do this by developing innovative software and high quality services for the global research community. Our growing team is made up of researchers and industry professionals working together to solve the most critical problems facing scientific publishing. Also discoverable on Platform About Our Team In Review Editorial Policies Advisory Board Help Center Resources Author Services Accessibility API Access RSS feed Manage Cookie Preferences © Research Square 2026 | ISSN 2693-5015 (online) Privacy Policy Terms of Service Do Not Sell My Personal Information {"props":{"pageProps":{"initialData":{"identity":"rs-7963626","acceptedTermsAndConditions":true,"allowDirectSubmit":true,"archivedVersions":[],"articleType":"Research Article","associatedPublications":[],"authors":[{"id":535902443,"identity":"c7648d32-7780-4681-802a-b2396af1abe3","order_by":0,"name":"Amanda C. Lally, MSW, DSW Candidate","email":"data:image/png;base64,iVBORw0KGgoAAAANSUhEUgAAAZAAAAAyAQMAAABI0h/eAAAABlBMVEX///8AAABVwtN+AAAACXBIWXMAAA7EAAAOxAGVKw4bAAABEElEQVRIiWNgGAWjYLACHgYLBj52BsYDQLYcSODAA8JaJBjYmIEqgWxjsJYEUrQkNoBE8Gnhn3b42YM3NRLybMw8Bgd+/DmcPj/s8EOgLXZyug3YtUjcTjM3nHNMwrANqOVgb9vh3I230wyAWpKNzQ7gsOZ2gpk0D5sEI0jLYcaG27kbZyeAtBxI3IZDi/zt9G/SPP8k7MFaGP7cTjecnf4BrxaD2zlm0rxtEokQLWy3E+Slc/DbYng7p0xybp9EchszWwHQL/8NN0jnFBxIMMDtF7nb6dsk3nyzse1nb9744MefNHn52embP3yosJPD6X0E4DCAOBWs0oCgchBgfwCm5BuIUj0KRsEoGAUjCAAAYOJhbxpIMMMAAAAASUVORK5CYII=","orcid":"https://orcid.org/0009-0004-5463-0689","institution":"Tulane University","correspondingAuthor":true,"prefix":"","firstName":"DSW","middleName":"Candidate MSW Amanda C.","lastName":"Lally","suffix":""},{"id":535902444,"identity":"4da81f1b-0beb-4c04-b3b1-c832e0953878","order_by":1,"name":"Audrey Hang Hai, PhD","email":"","orcid":"https://orcid.org/0000-0003-0385-0281","institution":"Tulane University","correspondingAuthor":false,"prefix":"","firstName":"Audrey","middleName":"Hang","lastName":"Hai","suffix":"PhD"},{"id":535902445,"identity":"41bbb365-548e-4b09-9c58-b777f6252a4d","order_by":2,"name":"Jasmine S. Polk, DSW","email":"","orcid":"https://orcid.org/0009-0008-0186-2995","institution":"Tulane University","correspondingAuthor":false,"prefix":"","firstName":"DSW","middleName":"Jasmine S.","lastName":"Polk","suffix":""}],"badges":[],"createdAt":"2025-10-27 22:57:52","currentVersionCode":1,"declarations":{"humanSubjects":true,"vertebrateSubjects":false,"conflictsOfInterestStatement":true,"humanSubjectEthicalGuidelines":true,"humanSubjectConsent":true,"humanSubjectClinicalTrial":false,"humanSubjectCaseReport":false,"vertebrateSubjectEthicalGuidelines":false},"doi":"10.21203/rs.3.rs-7963626/v1","doiUrl":"https://doi.org/10.21203/rs.3.rs-7963626/v1","draftVersion":[],"editorialEvents":[],"editorialNote":"","failedWorkflow":false,"files":[{"id":94665288,"identity":"7b4add45-284f-4d35-bf5d-fd09aba295d7","added_by":"auto","created_at":"2025-10-29 12:27:31","extension":"docx","order_by":0,"title":"","display":"","copyAsset":false,"role":"acdc-reference","size":123956,"visible":true,"origin":"","legend":"","description":"","filename":"ManuscriptNTSNOLally20251012.docx","url":"https://assets-eu.researchsquare.com/files/rs-7963626/v1/042b211a6e4583429c1ff880.docx"},{"id":94665290,"identity":"e7a6abad-29f2-43e4-bca1-751088401db1","added_by":"auto","created_at":"2025-10-29 12:27:32","extension":"json","order_by":1,"title":"","display":"","copyAsset":false,"role":"acdc-reference","size":342,"visible":true,"origin":"","legend":"","description":"","filename":"rs7963626.json","url":"https://assets-eu.researchsquare.com/files/rs-7963626/v1/4abb48e5e106d23a4900e864.json"},{"id":94665287,"identity":"3f69042b-ed09-42ae-bba5-1c0f5a174e49","added_by":"auto","created_at":"2025-10-29 12:27:30","extension":"xml","order_by":2,"title":"","display":"","copyAsset":false,"role":"acdc-reference","size":156543,"visible":true,"origin":"","legend":"","description":"","filename":"rs79636260enriched.xml","url":"https://assets-eu.researchsquare.com/files/rs-7963626/v1/6bd84d0d229f5172fa6c2f4f.xml"},{"id":94665291,"identity":"c2e0e04d-863e-467d-a51f-0afc00b333c0","added_by":"auto","created_at":"2025-10-29 12:27:33","extension":"xml","order_by":3,"title":"","display":"","copyAsset":false,"role":"acdc-reference","size":150047,"visible":true,"origin":"","legend":"","description":"","filename":"rs79636260structuring.xml","url":"https://assets-eu.researchsquare.com/files/rs-7963626/v1/0441ccaa14c9d3632ce329a6.xml"},{"id":94672855,"identity":"966f5630-e132-47c2-91f6-7e2ea29f415c","added_by":"auto","created_at":"2025-10-29 13:41:02","extension":"html","order_by":4,"title":"","display":"","copyAsset":false,"role":"acdc-reference","size":165384,"visible":true,"origin":"","legend":"","description":"","filename":"earlyproof.html","url":"https://assets-eu.researchsquare.com/files/rs-7963626/v1/76ca8c8c695add1e384bdfef.html"},{"id":94728043,"identity":"55af4ae4-3e39-494f-819e-8d1c65f3683e","added_by":"auto","created_at":"2025-10-30 07:02:54","extension":"pdf","order_by":0,"title":"","display":"","copyAsset":false,"role":"manuscript-pdf","size":860040,"visible":true,"origin":"","legend":"","description":"","filename":"manuscript.pdf","url":"https://assets-eu.researchsquare.com/files/rs-7963626/v1/d57c775a-b6e6-4a9b-a7f8-b2d0f3da7463.pdf"}],"financialInterests":"The authors declare potential competing interests as follows: Funding: No funding was received for conducting this study and preparing this manuscript.\nCompeting Interests: The primary author/investigator is a former employee of Jefferson Parish Public schools; however, this affiliation did not influence the study design, data collection, analysis, interpretation, or reporting of results. There are no relevant financial or non-financial interests to be disclosed by any of the authors.\nEthics Approval: This study was approved by the Institutional Review Board at Tulane University and was\nperformed in line with the principles of the Declaration of Helsinki.\nConsent to Participate: All individual participants provided informed consent.\nConsent to Publish: Not applicable to this submission, as there is no identifiable participant information\nincluded in the article.\nData, Materials, and/or Code Availability: The qualitative interview data that supports the findings of this study are not publicly available in order to protect participant confidentiality and privacy.\nAuthors’ Contributions: Amanda C. Lally conceptualized and designed the study, collected and analyzed the data, and drafted the manuscript. Audrey Hang Hai provided critical feedback and assisted in editing the final manuscript. Jasmine Polk contributed to data analysis and interpretation of findings. The final version of the manuscript has been approved by all authors.","formattedTitle":"\u003cp\u003eNavigating Trauma in Schools: An Exploration of Educators’ Perspectives and Practices in New Orleans\u003c/p\u003e","fulltext":[{"header":"Introduction","content":"\u003cp\u003eNearly half of children in the United States experience at least one traumatic event before the age of 18 (Bethell et al., 2017). Experiencing trauma early in life can lead to long-term adverse effects including physical health problems like chronic disease and obesity, and mental health challenges like anxiety, depression, and suicidality (Felitti et al, 1998). Disparities in trauma exposure are also known to exist across sociocultural groups. For example, Black and Hispanic children are exposed to trauma at a much higher rate than their White and Asian peers (Health Resources and Services Administration [HRSA] et al., 2013). Moreover, children from low-income, low-education, or single-parent households are more likely to experience multiple traumatic events (The National Child Traumatic Stress Network [NCTSN], n.d.; Shervington, 2019).\u003c/p\u003e\n\u003cp\u003eThese statistics are especially relevant for the children of New Orleans, a city that has historically faced a variety of challenges, including natural disasters, economic hardship, housing instability, interpersonal and systemic racism, educational inequity, and community violence (Goodman \u0026amp; West-Olatunji, 2008). The Institute for Women and Ethnic Studies (IWES) recently shed light on the magnitude of childhood trauma in New Orleans. According to their report, one in three children had witnessed domestic violence; four in ten had seen shootings, stabbings, or beatings; one in five children had witnessed a murder; and more than half had lost someone close to them due to homicide (The New Orleans Children and Youth Planning Board [CYPB], 2019). The widespread prevalence and profound effects of trauma on children, both within New Orleans and across the nation, demonstrate a need to not only study childhood trauma but also how communities respond to it, in order to provide more effective support to those impacted.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eUnderstanding Trauma\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eThe term ‘trauma’ refers to an experience that overwhelms an individual’s psychological ability to cope (CYPB, 2019; McGinley \u0026amp; Varchevker, 2013). Trauma may arise from acute crises such as natural disasters, accidents, or intended violence (also known as ‘large-T’ traumas; Shapiro, 1995), or from more common yet still harmful events such as maltreatment, bullying, discrimination, or hardship (also known as ‘small-t’ traumas; Dhawan \u0026amp; Sinha, 2022; Straussner \u0026amp; Calnan, 2014). It can also emerge from prolonged or recurrent exposure to severely distressing experiences, increasingly referred to as ‘complex trauma’ (van der Kolk et al., 2005). Childhood trauma is frequently defined as “physical, sexual, and/or emotional abuse, or physical and/or emotional neglect before the age of 18” (Bernstein et al., 1997; Roche et al., 2019, p. 2). Childhood trauma is now also known to develop from experiencing severe household dysfunction, witnessing parental abuse, or losing a parent, not just through death but also through incarceration or family separation (Bremner et al., 2007; Brown et al., 2009; Roche et al., 2019).\u003c/p\u003e\n\u003cp\u003eThe seminal research study by Felitti and colleges in 1998, commonly called the Adverse Childhood Experiences (ACEs) Study, was one of the first to reveal that a person’s adverse outcomes in adulthood were significantly associated with experiencing trauma in childhood. Trauma profoundly impacts children largely in part to the way it hinders normative child development. Exposure to trauma activates one’s biological stress response system, which works to prioritize survival (Cannon, 1932; Chrousos \u0026amp; Gold, 1992; De Bellis \u0026amp; Zisk, 2014; Johnson, 2018; LeDoux, 1998; McEwen, 2000); therefore, repeated or prolonged activation of the stress response system during critical developmental stages can negatively impact areas of the brain responsible for foundational cognitive, emotional, and behavioral functions. Not only does trauma impair attention, memory, and impulse control (Hart \u0026amp; Rubia, 2012; Lee \u0026amp; Brown, 2022; McLean et al., 2014), but it also can impair emotional regulation, social information processing, and formation of secure attachments (De Bellis \u0026amp; Zisk, 2014; McLean et al., 2014).\u0026nbsp;\u003c/p\u003e\n\u003cp\u003eAs a result, children can struggle with relational skills, self-esteem, and motivation, and often exhibit emotional dysregulation and reactivity in the academic setting that manifest as withdrawal, hypervigilance, impulsivity, and aggression. The negative effects of trauma on children are often evident during academic strain, social conflict, or other school stressors, typically manifesting as verbal or physical aggression, defiance, and elopement (Johnson, 2018), as well as underperforming or disengaging from the learning process altogether (Schwartz \u0026amp; Perry, 1994). Although such behavior can strain relationships with school staff, disrupt learning, and lead to disciplinary actions (Johnson, 2018; Noltemeyer et al., 2015; Perry \u0026amp; Morris, 2014), it is important to note that these actions are more likely to stem from deep-rooted survival responses developed over time rather than deliberate misconduct and disobedience.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eUnderstanding Trauma-Informed Education\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eTrauma-informed education refers to an educational framework that prioritizes holistic child development to mitigate the effects of trauma and support positive academic outcomes. This occurs when school staff, students, families, and community partners recognize and respond to the negative impact of traumatic stress on each other as well as themselves (NCTSN, 2017). Trauma-informed education is not intended to add additional burdens to educators on top of their already overflowing responsibilities; rather, it is a mindset that reshapes the culture of schooling in a way that meets students’ psychological needs alongside their educational needs.\u0026nbsp;\u003c/p\u003e\n\u003cp\u003eTrauma-informed education is grounded in key principles such as safety, trustworthiness, choice, collaboration, and empowerment (Substance Abuse and Mental Health Services Administration [SAMHSA], 2014). Through the promotion of trauma awareness, knowledge, and skills, these principles are embedded within the fabric of school culture, practices, and policies to more effectively engage trauma-impacted students in the learning process (NCTSN, 2017). This approach is guided by SAMHSA’s (2014) “4 R’s” of trauma-informed care:\u0026nbsp;\u003c/p\u003e\n\u003cp\u003e1) Realization: Understanding the pervasiveness of trauma;\u0026nbsp;\u003c/p\u003e\n\u003cp\u003e2) Recognition: Identifying signs and symptoms of trauma;\u0026nbsp;\u003c/p\u003e\n\u003cp\u003e3) Response: Integrating trauma knowledge into all aspects of practice;\u0026nbsp;\u003c/p\u003e\n\u003cp\u003e4) Resist Re-traumatization: Preventing further harm by minimizing unnecessary triggers and adopting procedures and policies that are trauma-informed.\u0026nbsp;\u003c/p\u003e\n\u003cp\u003eExamples of trauma-informed educational strategies include: maintaining a structured and predictable climate that promotes feelings of belonging; promoting the development of positive and attuned relationships between school staff and students; and utilizing restorative practices together with appropriate disciplinary action to address conflict (NCTSN, 2017).\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eRationale for the Present Study\u0026nbsp;\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eDue to the growing recognition of how profoundly trauma affects children, implementing trauma-informed education is crucial to meet the complex needs of students and remove barriers to learning (Blanton et al., 2022). Research indicates that trauma-informed practices in education can enhance school climate, decrease disciplinary referrals, increase student engagement, and consequently improve academic outcomes (Ballin, 2021). Nevertheless, implementation of trauma-informed education is inconsistent across school districts. While support from school leadership may be influential in promoting this approach,\u0026nbsp;the success of trauma-informed practices largely depends on the knowledge and application of such practices by local teaching staff.\u0026nbsp;\u003c/p\u003e\n\u003cp\u003eWhile several studies have examined educators’ perspectives on trauma-informed education outside the United States— for example, in Australia (Berger et al., 2023; Bilbrey et al., 2024; Brunzell, et al., 2022) and the Netherlands (Alisic, 2012)— the American literature on how educators recognize and respond to student trauma remains relatively limited. Some American studies focused on the perspectives of non-educator school staff, such as administrators (Wells et al., 2022) and counselors (Grimes et al., 2023). Research on educators tends to focus more on educators’ development and support needs rather than their work with trauma-impacted students. For instance, some studies have explored educators’ experiences with trauma training (Brown et al., 2022; Knox, 2025; Sager, 2024), in addition to their wellbeing and what supports they need (Aragón et al., 2024). One recent dissertation (Burleson, 2023\u003cstrong\u003e)\u0026nbsp;\u003c/strong\u003ewas found to examine educators’ perceptions and implementation of trauma-informed practices; however, this single study was conducted in East Texas, which is contextually different than New Orleans, Louisiana.\u003c/p\u003e\n\u003cp\u003eAlthough research on how educators engage with trauma-impacted students is sparse across the United States, the literature specific to New Orleans has its own gaps. Much of the existing literature on New Orleans has largely focused on the long-term effects of Hurricane Katrina, even in studies published more than a decade later (Lai et al., 2018), consequently overlooking how educators currently navigate student trauma within a social and educational landscape that has evolved since 2005. More recent studies have examined teachers’ self-efficacy during the COVID-19 pandemic (Davis et al., 2024), as well as the city’s efforts to integrate school-based trauma-informed approaches with a social justice lens (Davis et al., 2022). However, no research has yet to explore how New Orleans educators work with a new generation of students affected by trauma beyond Hurricane Katrina.\u003c/p\u003e\n\u003cp\u003eTherefore, this study was developed to better understand how educators in New Orleans perceive and respond to the impact of trauma on their students. Specifically, it explores:\u0026nbsp;\u003c/p\u003e\n\u003col\u003e\n \u003cli\u003eHow do educators conceptualize trauma?\u0026nbsp;\u003c/li\u003e\n \u003cli\u003eHow do educators believe trauma affects students’ academic performance, behavior, and long-term well-being?\u0026nbsp;\u003c/li\u003e\n \u003cli\u003eWhat observable indicators do educators associate with childhood trauma?\u0026nbsp;\u003c/li\u003e\n \u003cli\u003eWhat strategies and approaches do educators use to provide support?\u0026nbsp;\u003c/li\u003e\n\u003c/ol\u003e\n\u003cp\u003eAs Blanton and colleagues (2022) emphasize, educators are essential to implementing trauma-informed care within schools. By centering the voices of New Orleans educators, this research seeks to provide valuable insight into the ways trauma-informed education is understood and applied at the classroom level. Findings of this study could further inform professional development, policy improvements, and school-based strategies to help both teachers and students more effectively manage trauma within the classroom. In doing so, schools in New Orleans and elsewhere will be better equipped to cultivate learning environments that address the needs of not just their most vulnerable students but also those who educate them.\u003c/p\u003e"},{"header":"Methods","content":"\u003cp\u003eResearch Design\u003c/p\u003e\n\u003cp\u003eThe research questions were examined with a qualitative design. This study employed a descriptive, thematic approach to explore the experiences of New Orleans educators who work with trauma-impacted students. The goal was not only to document educators\u0026rsquo; experiences but also to examine how educators interpret and make meaning of them.\u003c/p\u003e\n\u003cp\u003eStudy Sample\u003c/p\u003e\n\u003cp\u003eIn order to participate in this study, individuals had to be employed full-time as an educator in Jefferson Parish Public Schools at the time of recruitment and speak English. Individuals were excluded from the study if they were working for this school district as para-educators (e.g., teachers\u0026rsquo; aides) or as a part of an internship, or if they had been in their full-time teaching role less than 1 year.\u0026nbsp;\u003c/p\u003e\n\u003cp\u003eRecruitment relied on purposive convenience sampling methods and occurred both online and in-person during the last two weeks of May 2024. Online recruitment involved the primary investigator making several posts on the social media sites Facebook and LinkedIn. Recruitment posts were shared not just in public Facebook groups like NOLA Educators but also the primary investigator\u0026rsquo;s personal page and shared by friends to their own connections. Flyers were posted by the primary investigator as well as her mental health professional counterparts in various Jefferson Parish public schools. A total of 46 survey responses were submitted over the following days. Following the close of the Qualtrics survey at the end of May 2024, a purposeful sampling strategy was utilized to select 15 potential participants, considering variables such as gender, age, race, educational attainment, years of teaching experience, grade band level taught, etc., to ensure diversity within the selected sample.\u0026nbsp;\u003c/p\u003e\n\u003cp\u003eData Collection\u003c/p\u003e\n\u003cp\u003eSemi-structured interviews were the primary data collection method. An interview protocol consisting of 18 questions guided the exploration of how participants recognize and respond to trauma in their students, among other relevant topics. Some prompts utilized during the interviews include:\u003c/p\u003e\n\u003cul\u003e\n \u003cli\u003eHow would you define trauma? Childhood trauma? How about trauma-informed education?\u0026nbsp;\u003c/li\u003e\n \u003cli\u003eCan you describe any behaviors or signs you believe may indicate that a student has experienced trauma?\u0026nbsp;\u003c/li\u003e\n \u003cli\u003eIn your experience, how does experiencing trauma affect a student\u0026rsquo;s academic performance, behavior, and/or long-term well-being?\u0026nbsp;\u003c/li\u003e\n \u003cli\u003eWhat strategies or approaches do you use when students show signs of trauma in the classroom?\u003c/li\u003e\n\u003c/ul\u003e\n\u003cp\u003eInterviews were held electronically via Zoom in English and ranged from 45 to 90 minutes. At the start of each session, informed consent was reaffirmed, including agreement to audio and video recording. Otter.ai was used to auto-transcribe interviews, after which they were cleaned and cross-checked by the research team.\u003c/p\u003e\n\u003cp\u003eData Analysis\u003c/p\u003e\n\u003cp\u003eSeveral rounds of inductive coding were used to analyze the data. The first round included structural coding, during which the data was organized according to the particular question the participant was answering. The second round of coding used both descriptive coding and values coding to further organize the data, while the third and final round of coding involved pattern coding to identify connections and develop broader insights within the data. The primary investigator engaged in analytic memoing while coding to document interpretations as a part of the data analysis process. Thematic analysis was then applied to determine recurring insights and key themes across the interviews.\u003c/p\u003e\n\u003cp\u003eEthical Considerations\u003c/p\u003e\n\u003cp\u003eThis study was approved by the Institutional Review Board at Tulane University, and all participants provided informed consent. The research team applied strategies aligned with Lincoln and Guba\u0026rsquo;s (1985) criteria of credibility, confirmability, transferability, and dependability to ensure the rigor and trustworthiness of this study. Purposeful sampling supported the study\u0026rsquo;s credibility, as it ensured representation across participant demographics and teaching experiences. The use of semi-structured interviews with open-ended questions further enhanced credibility by allowing participants to share their experiences in their own words.\u0026nbsp;\u003c/p\u003e\n\u003cp\u003eConfirmability was strengthened by thorough documentation, interview recordings, and transcripts checked for accuracy. The provision of clear sample descriptions, such as inclusion/exclusion criteria and participant demographics, enhanced the transferability of this study by enabling readers to interpret the relevance of findings within their own contexts. Dependability was achieved by using a standardized interview protocol, as well as detailed records and analytic memoing.\u003c/p\u003e"},{"header":"Results","content":"\u003cp\u003eThe final sample for this study consisted of 12 educators in Jefferson Parish, New Orleans. Nearly all the study participants were women, with the exception of one male participant. Age varied among the educators. Of the 12 educators, 33% of participant ages were between 40\u0026ndash;50 years old, while 25% were between 30\u0026ndash;40 years old. The rest of the participants were in the 50-60-year-old and 60-70-year-old ranges, with only one participant aged between 21\u0026ndash;30 years old. Most identified as White, with three identifying as Black or African American and one as Hispanic or Latino. All educators held at least a bachelor\u0026rsquo;s degree, with one-third having earned their master's degree.\u003c/p\u003e\u003cp\u003eThe majority of educators had more than a decade of experience in the classroom, with two participants teaching less than 5 years. Participants represented a near even split of urban and suburban school community settings (suburban: n\u0026thinsp;=\u0026thinsp;6, urban: n\u0026thinsp;=\u0026thinsp;5), with one participant working in a rural school community. Most educators worked in elementary schools (grades PK-5), alongside three high school educators (grades 9\u0026ndash;12) and one middle school educator (grades 6\u0026ndash;8). Nearly half the reported average class sizes consisted of 20\u0026ndash;30 students (41.7%), as compared to 33% reporting 1\u0026ndash;10 students per class and 25% reporting 30\u0026thinsp;+\u0026thinsp;students per class.\u003c/p\u003e\n\u003ch3\u003eTheme 1: Conceptualizations of Trauma\u003c/h3\u003e\n\u003cp\u003e Throughout the interviews, participants discussed how they conceptualize trauma. Their accounts focused not only on the ways they defined trauma in general terms but also within the specific context of childhood.\u003c/p\u003e\u003cdiv id=\"Sec3\" class=\"Section2\"\u003e\u003ch2\u003eSubtheme 1: Subjectivity Spectrum\u003c/h2\u003e\u003cp\u003eA primary consideration is how trauma was described by participants as inherently subjective. Educators spoke of trauma being significantly shaped by perception, described by Participant 11 as being dependent on how one \u0026ldquo;respond[s] to an event, rather than the event itself.\u0026rdquo; However, some participants discussed how traumatization can also develop from exposure to the trauma of others. Participant 8 shared, \u0026ldquo;It doesn't necessarily have to be directly happening to them. It could have happened around them and they were witness to it,\u0026rdquo; referring to the idea that one\u0026rsquo;s proximity to suffering can be just as impactful as direct victimization.\u003c/p\u003e\u003cp\u003eAdditionally, educators spoke of trauma\u0026rsquo;s multifaceted nature. Participant 2 described trauma as \u0026ldquo;something that jolts your system, put[ting] you in a fight or flight mode,\u0026rdquo; underlining how trauma is not just an emotional experience but a physiological one as well. Trauma was also often discussed as existing on a spectrum, ranging from acute, single occurrences to chronic, compounded adversity. Participants also emphasized that the impact of the same event can vary across children, noting how an experience that is traumatic for one child may not be for another, and that some may not even use this term to describe these significantly distressing experiences.\u003c/p\u003e\u003c/div\u003e\n\u003ch3\u003eSubtheme 1.2: Developmental Disruption\u003c/h3\u003e\n\u003cp\u003eParticipants frequently shared concerns regarding trauma exposure during childhood due to the way it can impact foundational brain development. Many emphasized that trauma occurring during critical developmental periods can shift neurobiological priorities. Trauma-impacted children were often described as functioning not from a sense of safety and security, but from a survival-centered mindset, focused primarily on how to meet their needs in unstable or unsafe conditions.\u003c/p\u003e\u003cp\u003eFurthermore, many referred to the limited agency children have that could make them more vulnerable during this time. As articulated by Participant 1, \u0026ldquo;For childhood trauma, there's a little bit more of an element [that] they have even less control over what's happening. You know, they\u0026hellip;don't really have a choice in how this goes about and how to respond to it.\u0026rdquo; Participant 7 similarly characterized children as passive participants who tend to absorb and internalize what occurs within their environment.\u003c/p\u003e\n\u003ch3\u003eSubtheme 1.3: Structural and Systemic Lens\u003c/h3\u003e\n\u003cp\u003eParticipants also acknowledged broader structural factors that contribute to trauma. For example, Participant 3 noted how trauma can become so normalized within families that those affected may not even recognize it, leading to perpetuating cycles of intergenerational trauma. Other educators explored systemic factors beyond the family unit that contribute to trauma. Participant 12 highlighted that \u0026ldquo;poverty is a number one conduit for crime,\u0026rdquo; and noted the negative impact of unstable housing, such as having to move multiple times in a school year, on students\u0026rsquo; well-being and school engagement. Some participants also expressed concerns about the way the education system engages with trauma-impacted children, such as Participant 2 who emphasized that schools often fail to \u0026ldquo;address the needs of a student before they get into academics.\u0026rdquo;\u003c/p\u003e\n\u003ch3\u003eTheme 2: Indicators of Trauma\u003c/h3\u003e\n\u003cp\u003eParticipants also discussed characteristics they believe indicate a student has experienced trauma. These accounts reflect reports of observable indicators, such as social, emotional, cognitive, and behavioral cues, within the school environment.\u003c/p\u003e\n\u003ch3\u003eSubtheme 2.1: Behavioral and Emotional Signs\u003c/h3\u003e\n\u003cp\u003eThe most frequently mentioned indicators of trauma were behavioral in nature. As Participant 2 remarked, \u0026ldquo;If [students] come to school and they\u0026rsquo;re not functioning because something\u0026rsquo;s off, that\u0026rsquo;s a sign of trauma.\u0026rdquo; While educators described a range of behaviors, most focused on polar ends of the continuum.\u003c/p\u003e\u003cp\u003eOne side of this continuum involves behavior that manifests outwardly (i.e., externalizing behavior), which includes acting out, aggression, lashing out, outbursts, and defiance, all of which can disrupt the learning environment. While concerns with student misbehavior were frequently mentioned, Participant 6 also described additional manifestations of externalizing behavior, such as the \u0026ldquo;constant need for interaction and feedback\u0026rdquo; and \u0026ldquo;clinginess to an adult that\u0026rsquo;s not their parent.\u0026rdquo; On the other side of this continuum is behavior that manifests inwardly (i.e., internalizing behavior), which includes disengagement and a preference for solitude. Participant 8 shared that these students may react to correction or redirection by shutting down entirely, while Participant 12 noted that some use strategies like keeping their sweatshirt hoods on or using earphones to create a sense of privacy and distance from others. Moreover, participants also stressed the significance of observing behavioral trends, explaining that a change in a student\u0026rsquo;s usual behavior can be just as concerning, if not more, than the behavior itself. As Participant 11 stated, \u0026ldquo;[Trauma] can kind of manifest in a lot of ways, but if\u0026hellip;there's a behavior change, that's usually a really good sign that something's happening.\u0026rdquo;\u003c/p\u003e\u003cp\u003e Likewise, participants described emotional responses that they associate with trauma. Many discussed students crying intensely, though Participant 3 specifically remarked, \u0026ldquo;When the boys cry, that's when I know something's really, really going on.\u0026rdquo; Educators also voiced concern over students exhibiting disproportionate emotional responses. For instance, Participant 1 shared their experience with a student \u0026ldquo;screaming at the top of [their] lungs that he hates you\u0026rdquo; or \u0026ldquo;jumping off of desks and throwing chairs and stuff,\u0026rdquo; whereas Participant 1 spoke of a student who \u0026ldquo;would freak out every time it was going to rain, because [his family] had lost their roof during the storm so it was pouring in his bedroom.\u0026rdquo; Participant 10 described a different kind of emotional reactivity, noting the way students may negatively overreact to interactions with authority figures. Educators also noted how increased emotional dysregulation in students may manifest as clinically severe mental health challenges like self-harming behavior and suicidal ideation.\u003c/p\u003e\u003cdiv id=\"Sec8\" class=\"Section2\"\u003e\u003ch2\u003eSubtheme 2.2: Somatic and Cognitive Signs\u003c/h2\u003e\u003cp\u003eParticipants also discussed somatic signs, such as hunger and hygiene issues, as potential indicators of student trauma. Participant 3 also shared concern with heightened startle responses, referring to students who seem \u0026ldquo;very jumpy\u0026rdquo; and \u0026ldquo;just generally uncomfortable with normal human touch,\u0026rdquo; such as \u0026ldquo;a high five, a pat on the back\u0026hellip;even a hug.\u0026rdquo; Sleep was also mentioned, though sometimes associated with home dysfunction and other times described as a possible coping mechanism. Participant 10 reflected:\u003cdiv class=\"BlockQuote\"\u003e\u003cp\u003eA lot of my children like to avoid things, not because they're sleepy, but because they don't want to\u0026hellip;be faced with it, so they go to sleep. But then again, I have...a whole other set of kids that need to\u0026hellip;have sleep breaks, because\u0026hellip;life is so rough at home, they're not sleeping.\u003c/p\u003e\u003c/div\u003e\u003c/p\u003e\u003cp\u003eAdditionally, educators described how students\u0026rsquo; physical appearance could indicate experiencing trauma. Several voiced concern over observations of bruising, as well as marks or scars from self-harming. Weight was also identified as a possible indicator of trauma. Alongside weight fluctuation related to clinical depression or eating disorders, Participant 3 noted how weight gain might also indicate a history of sexual abuse, particularly for girls. They further expanded on their opinion by explaining girls may \u0026ldquo;put on the weight so that they'll no longer be attractive...to their abuser or to\u0026hellip;other guys.\u0026rdquo;\u003c/p\u003e\u003cp\u003eFurthermore, participants described how a student\u0026rsquo;s observed cognitive functioning could indicate a history of trauma. In addition to difficulty focusing, the inability to \u0026ldquo;follow one- and two-step directions or follow age-appropriate directions\u0026rdquo; (Participant 7) was also noted. Educators also spoke of trauma-impacted students who appear to exert minimal effort. Participant 11 reflected how these particular students seem as though \u0026ldquo;they have energy for\u0026hellip;nothing else because they\u0026rsquo;re processing\u0026rdquo; other things.\u003c/p\u003e\u003c/div\u003e\n\u003ch3\u003eSubtheme 2.3: School Attendance\u003c/h3\u003e\n\u003cp\u003eParticipants also characterized school attendance issues as evidence of trauma among students. Educators described instances in which students miss an excessive number of days or simply stop coming to school altogether. Some noted the crucial role caregivers can play in addressing chronic absenteeism, not just in mitigating absences but also in supporting timely arrival to school.\u003c/p\u003e\n\u003ch3\u003eTheme 3: Impact of Trauma on Students\u003c/h3\u003e\n\u003cp\u003eParticipants additionally discussed how they believe trauma impacts the educational achievement, conduct, and overall health of their students. Their accounts emphasized the influence of trauma on students\u0026rsquo; functioning within the school setting, but also its impacts extending beyond the classroom.\u003c/p\u003e\u003cdiv id=\"Sec11\" class=\"Section2\"\u003e\u003ch2\u003eSubtheme 3.1: Academic Impairments\u003c/h2\u003e\u003cp\u003eParticipants consistently discussed academic underdevelopment among students impacted by trauma. Educators saw attendance issues as both a possible indicator and a possible consequence of students experiencing trauma. However, it was also emphasized that academic impairments can still occur regardless of whether students maintain a consistent presence at school. As Participant 10 remarked, \u0026ldquo;Academically, [trauma] can\u0026hellip;cripple them. Not that [these students] can't learn, but they put up such barriers that it stops them from being productive and learning.\u0026rdquo; Educators described the way these students sometimes struggle to stay engaged in the learning process, \u0026ldquo;only learn[ing] new things in bits\u0026rdquo; and \u0026ldquo;grasping\u0026hellip;10 minutes of a class, not 40 minutes or 30 minutes\u0026hellip;[if they can] overcome that need to say, or do, or fidget, or stand up\u0026rdquo; as explained by Participant 4.\u003c/p\u003e\u003cp\u003eMany underscored how trauma can contribute to extensive academic impairments. In particular, educators emphasized that trauma experienced during foundational academic years can disrupt the development of essential academic skills that students need to build upon as they progress through grade levels. Participant 7 reported a perceived connection between gaps in academic progress and behavioral concerns, noting how a student\u0026rsquo;s \u0026ldquo;struggle to\u0026hellip;meet those grade level standards\u0026hellip; [sometimes] leads to behavior problems, whether it's because they're bored or they can't do it.\u0026rdquo;\u003c/p\u003e\u003cp\u003eFurthermore, educators emphasized the uncertainty and confusion they sometime experience while trying to identify the source of a student\u0026rsquo;s academic difficulties. Participant 3 used an analogy to describe this experience: \u0026ldquo;It's almost like being a doctor. It's like, \u0026lsquo;Okay, this kid's not doing well. What is it? Is it a learning issue? \u0026hellip;a home issue?\u0026rsquo; You just, you don't know, and it's almost like you have to do all of this dissecting before you can even help the child.\u0026rdquo;\u003c/p\u003e\u003c/div\u003e\u003cdiv id=\"Sec12\" class=\"Section2\"\u003e\u003ch2\u003eSubtheme 3.2: Social and Relational Challenges\u003c/h2\u003e\u003cp\u003eThe most frequently mentioned effect of trauma on students was the impact on their ability to form healthy relationships. Several participants noted challenges in students\u0026rsquo; social skills, with Participant 8 remarking, \u0026ldquo;They're very careful who they talk to.\u0026rdquo; While some trauma-impacted students may demonstrate a preference for solitude, others were observed to have an inclination to \u0026ldquo;fight somebody over the most ridiculous thing\u0026rdquo; (Participant 4). Moreover, Participant 3 shed light on how peers may ostracize students for the trauma responses they display: \u0026ldquo;Kids who cry, kids who act out\u0026hellip;the other kids don't want to hang around them. They alienate them.\u0026rdquo;\u003c/p\u003e\u003cp\u003eObservation of fawn trauma responses, a more subtle yet still impactful disruption to social development, was also discussed. Participant 3 emphasized that although such behaviors may appear agreeable or compliant, they can be detrimental to a child\u0026rsquo;s ability to form authentic relationships. Participant 3 characterized these students as the children who \u0026ldquo;do everything that they can to make you happy,\u0026rdquo; driven by a fear that someone will \u0026ldquo;get mad at\u0026rdquo; them or by an intense need \u0026ldquo;to be liked.\u0026rdquo; Regardless of whether students demonstrate concerning externalizing or internalizing behavior, Participant 3 summarized, \u0026ldquo;That's a child that doesn't trust.\u0026rdquo;\u003c/p\u003e\u003c/div\u003e\u003cdiv id=\"Sec13\" class=\"Section2\"\u003e\u003ch2\u003eSubtheme 3.3: Long-Term Risk\u003c/h2\u003e\u003cp\u003eParticipants were concerned with the emergence of persistent risk-taking patterns as a result of childhood trauma, referencing the way trauma-impacted students may struggle with increased impulsivity and poor coping mechanisms. Participant 3 emphasized the likelihood of these students \u0026ldquo;getting into things like drug use,\u0026rdquo; sharing their belief that, \u0026ldquo;If there's nobody there showing you a better way, teaching you skills, social-emotional skills\u0026hellip;that's how you end up an addict.\u0026rdquo; Participant 3 also noted that, without early intervention, these patterns can become ingrained over time, not just in individuals, but in families and entire communities: \u0026ldquo;You end up with these adults who are\u0026hellip;just, very emotionally dysregulated; a lot of times criminally involved; in\u0026hellip;toxic and horrible relationships\u0026hellip;and then it just perpetuates the cycle. The cycle never breaks.\u0026rdquo;\u003c/p\u003e\u003c/div\u003e\u003cdiv id=\"Sec14\" class=\"Section2\"\u003e\u003ch2\u003eTheme 4: Support Strategies and Approaches\u003c/h2\u003e\u003cp\u003eLastly, participants discussed the various strategies and approaches they use to support students impacted by trauma. Their accounts focused on the ways they utilize trauma awareness, relationship building, regulation support, and connections to resources, as well as self-regulation and boundary-setting, to address their students\u0026rsquo; needs more effectively.\u003c/p\u003e\u003c/div\u003e\u003cdiv id=\"Sec15\" class=\"Section2\"\u003e\u003ch2\u003eSubtheme 4.1: Trauma Awareness\u003c/h2\u003e\u003cp\u003eParticipants described the ways they develop an awareness of trauma and its implications to support trauma-impacted students. This includes having a nuanced understanding of the reality of trauma, especially within structural and cultural contexts. As Participant 12 stated, \u0026ldquo;Many of our kids, they may be 15\u0026ndash;16 years old on paper, but in real life, they're, like, 23\u0026ndash;24,\u0026rdquo; adding, \u0026ldquo;It's like living an adult life as you are still basically a child, and having to grow up so much faster.\u0026rdquo; Participant 3 added to this, sharing their concern for the way students and families may feel stigmatized and punished by schools, rather than embraced and supported, \u0026ldquo;for things that are happening that are out of their control.\u0026rdquo;\u003c/p\u003e\u003cp\u003eMoreover, educators discussed how one\u0026rsquo;s personal identity can contribute to their awareness of trauma. Participant 12 shared how \u0026ldquo;relatability through the trauma\u0026hellip;[is] almost like a superpower for [them],\u0026rdquo; explaining, \u0026ldquo;Somebody who may be from Harvard and got all kind of degrees and smart as all outdoors\u0026hellip;ain't relatable to the kids.\u0026rdquo; Participants also noted the challenges educators sometimes face in addressing student concerns while trying to respect cultural differences, particularly when a culture\u0026rsquo;s values may conflict with those of the educators or the education system itself.\u003c/p\u003e\u003cp\u003e Participants also explored the way trauma awareness, whether in general terms or within the context of a particular student, can aid in how they make sense of and reframe student behavior. Many likened the application of trauma awareness to a shift in perspective: namely, using empathy to contextualize behaviors. Participant 4 shared their experience with this change in mindset, explaining, \u0026ldquo;When I first started teaching\u0026hellip; I had\u0026hellip;all these kind of explanations [for] these children\u0026rsquo;s behaviors. But\u0026hellip;you start knowing the child, and you realize\u0026hellip; all of [these] behavior difficulties\u0026hellip;it\u0026rsquo;s just trauma.\u0026rdquo; While Participant 3 spoke of applying one\u0026rsquo;s trauma awareness to modify expectations of students, they also emphasized the need to refrain from outright lowering standards for trauma-impacted students: \u0026ldquo;They have to get the same expectations as everybody else, and then you support them along the way. \u0026hellip; They take more mentoring\u0026hellip;guidance, but\u0026hellip;they are fully capable.\u0026rdquo;\u003c/p\u003e\u003cp\u003eIt should be noted, however, that participants often described their endeavors to develop knowledge and awareness of trauma as individual pursuits. Very few educators reported receiving any sort of trauma training throughout their teaching careers, aside from the occasional professional development facilitated by their school district.\u003c/p\u003e\u003c/div\u003e\u003cdiv id=\"Sec16\" class=\"Section2\"\u003e\u003ch2\u003eSubtheme 4.2: Nurturing Relationships\u003c/h2\u003e\u003cp\u003eAcross all interviews, intentionally developing nurturing relationships with students impacted by trauma was deemed the most effective way to engage and support them. As Participant 2 shared, \u0026ldquo;I think when you have that relationship\u0026hellip;[students] trust you to do anything and will try anything you ask them to do.\u0026rdquo; However, participants also acknowledged that these students may not always respond openly to support; rather, they may be hesitant or even resist their teacher\u0026rsquo;s attempts to connect. Participant 10 described how these students \u0026ldquo;may treat you worse than they treat anybody else\u0026rdquo; as a way of testing whether an adult will remain supportive. Despite these challenges, educators maintained that students impacted by trauma need to know that someone is there for them, regardless of how they respond to one\u0026rsquo;s efforts.\u003c/p\u003e\u003cp\u003eMany highlighted the importance of acknowledging the strength and perseverance of trauma-impacted students. Participant 3 emphasized the power of telling these students, \u0026ldquo;Look at all that you\u0026rsquo;re going through, and look at how strong you\u0026rsquo;re becoming,\u0026rdquo; as well as, \u0026ldquo;Yes, you have been through trauma, but that doesn't mean you can't do awesome things.\u0026rdquo; Educators also noted that embracing empathy can also shape how they respond to student behavior. For example, Participant 9 described accommodating students who work to support their families, explaining, \u0026ldquo;They're tired because they closed at 1 or 2 [AM]\u0026hellip;so\u0026hellip;I'm gonna give them 10 or 20 minutes\u0026hellip;because [with that] little power nap\u0026hellip;I can get something from them later.\u0026rdquo;\u003c/p\u003e\u003cp\u003eEducators highlighted the benefit of approaching their interactions with students with curiosity and always assuming the best of their students. They discussed the importance of seeking to understand the meaning behind student behavior, rather than simply reacting to their actions. Teachers also emphasized the benefit of getting to know students on a more personal level, not just within the context of educational instruction. Participant 12 spoke of their efforts to build rapport with their students by being able to discuss a wide range of student interests. They also highlighted the reciprocity of his student relationships, sharing, \u0026ldquo;I tell the kids, I learn just as much from y'all as, you know, y'all learn from me.\u0026rdquo; Participant 7 described this as \u0026ldquo;teacher knowledge of students,\u0026rdquo; explaining, \u0026ldquo;It's like if you were in sales and you were selling something, it's knowing your product really well. So, there's definitely some strategy in terms of knowing the student.\u0026rdquo;\u003c/p\u003e\u003cp\u003eNotably, some participants mentioned using restorative approaches to navigate conflict with students impacted by trauma. Participant 3 reflected, \u0026ldquo;I always loved restorative conversations, because I felt like my needs as an educator were acknowledged, that I need to be able to work in a safe space, too.\u0026rdquo; They recounted a time in which they facilitated a restorative conversation with a student after a behavioral incident, using communication strategies like \u0026lsquo;I-statements\u0026rsquo; to process the incident as well as share feelings and review expectations. The goal, Participant 3 emphasized, was \u0026ldquo;not to punish but to\u0026hellip;help him understand that you just can't do that,\u0026rdquo; adding, \u0026ldquo;And I never had a problem with him after that.\u0026rdquo;\u003c/p\u003e\u003cp\u003eNot only was the importance of student relationships frequently discussed, but also relationships with their families. Participant 4 shared, \u0026ldquo;I've always believed that my best ally is whoever's taking care of the child\u0026hellip;the adult at home.\u0026rdquo; Many participants identified family communication and collaboration as effective ways to better support their students. Educators emphasized the benefit of proactive assertive communication with families. However, this includes not just calling home for misbehavior, but also calling to ask questions, express concerns, and celebrate their children\u0026rsquo;s achievements.\u003c/p\u003e\u003c/div\u003e\u003cdiv id=\"Sec17\" class=\"Section2\"\u003e\u003ch2\u003eSubtheme 4.3: Regulation Support\u003c/h2\u003e\u003cp\u003eParticipants also discussed supporting trauma-impacted students through the intentional use of regulation strategies. Many stressed the importance of establishing and maintaining a sense of safety in their classrooms. In addition to addressing violence at school so that students can feel physically safe, educators also cited the need to cultivate a sense of psychological safety within these students. As Participant 3 remarked, \u0026ldquo;You can always create a safe space for kids. They might not respond to it, but you can always create it.\u0026rdquo;\u003c/p\u003e\u003cp\u003eSeveral educators discussed the benefit of having direct, private conversations with these students to address concerns. Participant 3 shared how they have learned over the years that students \u0026ldquo;hate it\u0026hellip;when you call home first, when you go to the principal first, when you go to the social worker first,\u0026rdquo; clarifying, \u0026ldquo;They want\u0026hellip;you to talk to them first.\u0026rdquo; Educators also highlighted the importance of allowing time and space for students to de-escalate so as to not escalate a situation further. Somatic strategies, such as breathing exercises or structured movement, were noted to aid students in this process.\u003c/p\u003e\u003cp\u003eProviding students with choices was another commonly discussed regulation strategy. Participant 1 reflected how having the power to choose can be particularly appealing to students who may feel powerless in other areas of their lives. The participant shared an example of offering a dysregulated student various seating options, including the option to stand while working, in order to support task initiation and completion, emphasizing, \u0026ldquo;The purpose is to do the activity, no matter how you're there.\u0026rdquo;\u003c/p\u003e\u003cp\u003eParticipants also underscored that maintaining structure is crucial in supporting behavioral and emotional regulation. Participant 1 highlighted how students impacted by trauma need to be able to \u0026ldquo;know that something is going to be exactly as you said it was going to be.\u0026rdquo; This approach also includes being consistent with setting and reinforcing behavioral expectations by providing appropriate consequences. Participant 3 explained that this assists students in grasping the boundaries of acceptable behavior within the school community, saying, \u0026ldquo;Part of being a community member [means] there are expectations, there are rules. You don't follow the rules, there's a consequence. It's just a part of human existence.\u0026rdquo;\u003c/p\u003e\u003c/div\u003e\u003cdiv id=\"Sec18\" class=\"Section2\"\u003e\u003ch2\u003eSubtheme 4.4: Collaboration Across Systems\u003c/h2\u003e\u003cp\u003eSupport for trauma-impacted students was described by participants as a collective responsibility. Several educators underscored the value of collaborating across systems to identify and address student needs. As Participant 7 discussed, \u0026ldquo;If you are given some insights ahead \u0026ndash; whether it be from a previous teacher, somebody that knows the child or knows the family or the social worker \u0026ndash; it helps.\u0026rdquo; For instance, the benefit of collaborating with the family system was frequently highlighted. Participant 4 shared how they \u0026ldquo;always touch base with [families] before school starts,\u0026rdquo; asking caregivers, \u0026ldquo;\u0026lsquo;How was the [previous] grade? What challenges did [your child] have? What would [you] like [your] child to accomplish this year?\u0026rsquo;\u0026rdquo; Participant 2 also noted the importance of maintaining respect for the family while partnering together to support their student.\u003c/p\u003e\u003cp\u003eEducators also detailed the ways in which they would collaborate with fellow educators to gain insight into a student\u0026rsquo;s history or current struggles in order to proactively plan and intentionally respond. Educators also emphasized the benefit of working together to maintain a positive school climate as a way to support students impacted by trauma. This includes cultivating a sense of belonging, as articulated by Participant 8: \u0026ldquo;When they come to school, this is their second home\u0026hellip; They spend as much time in school as they don't. So\u0026hellip;letting them know that school is there for them\u0026hellip;I think that that's a very big thing.\u0026rdquo;.\u003c/p\u003e\u003cp\u003eHalf of the participants specifically mentioned partnering with their school social worker. As Participant 3 explained, \u0026ldquo;When I ask for a referral for the social worker\u0026hellip; It's a kid that needs more support than what we can give them as teachers.\u0026rdquo; One participant even mentioned feeling personally supported by their school social worker.\u003c/p\u003e\u003c/div\u003e\u003cdiv id=\"Sec19\" class=\"Section2\"\u003e\u003ch2\u003eSubtheme 4.5: Self-Regulation and Boundaries\u003c/h2\u003e\u003cp\u003eLastly, participants acknowledged the internal work required to support students impacted by trauma. Several mentioned the self-awareness and self-management it takes to preserve student-centered, supportive dynamics in their classroom when working with trauma-impacted students.\u003c/p\u003e\u003cp\u003e Participants discussed the ways in which they prioritize emotional regulation, both in and outside of the school setting. For example, educators described practicing self-regulation, sometimes needing to leave the room to ensure they do not overreact to a challenging situation. Participant 6 recalled sometimes having to \u0026ldquo;leave the room, cry [their] eyes out, then go back to teaching.\u0026rdquo; Co-regulation was also mentioned, as illustrated by Participant 9\u0026rsquo;s account of the system they and their fellow teachers personally developed to support each other during the school day:\u003cdiv class=\"BlockQuote\"\u003e\u003cp\u003eIf I send a child to the next person's class with a paperclip, [that] paperclip meant 'five minutes,' okay? So, if I put three paper clips in this envelope and send it next door, and I know [the student] likes that teacher next door, she knows to hold on to this child for about 15 minutes.\u003c/p\u003e\u003c/div\u003e\u003c/p\u003e\u003cp\u003eOther efforts to support emotional regulation included seeking professional mental health support, so as to not \u0026ldquo;drag all that baggage\u0026hellip;back to school\u0026rdquo; (Participant 3). Maintaining healthy boundaries was also emphasized. Alongside not taking things personally, educators stressed the importance of distinguishing between empathy and over-identification with student concerns. They highlighted the importance of remembering their locus of control to focus on what they can realistically do to support trauma-impacted students. Participant 7 reflected, \u0026ldquo;You can only do what's in front of you\u0026hellip; You just always hope you leave them better\u0026hellip;that you're passing on the best you can of that version of that child at that moment in time.\u0026rdquo; Participant 3 expanded on this, saying, \u0026ldquo;What I can do is empower [students] through learning to try to save themselves.\u0026rdquo; Still, participants underscored the importance of practicing self-compassion throughout this process, as demonstrated by Participant 7\u0026rsquo;s remark, \u0026ldquo;All the years that I've been teaching, I'm learning, myself.\u0026rdquo;\u003c/p\u003e\u003c/div\u003e"},{"header":"Discussion","content":"\u003cp\u003eThis study aimed to examine how New Orleans educators perceive and respond to the impact of trauma on their students. Examined within a trauma-informed care framework, the findings illustrate how trauma is understood, identified, and addressed at the classroom level. This framework is guided by SAMHSA\u0026rsquo;s (2014) four R\u0026rsquo;s of trauma-informed care: Realization (understanding the pervasiveness of trauma), Recognition (identifying signs and symptoms of trauma), Response (integrating trauma knowledge into all aspects of practice), and Resist\u003c/p\u003e\u003cp\u003eRe-traumatization (preventing further harm by minimizing unnecessary triggers and adopting procedures and policies that are trauma-informed).\u003c/p\u003e\u003cdiv id=\"Sec21\" class=\"Section2\"\u003e\u003ch2\u003eHow Educators Understand Trauma\u003c/h2\u003e\u003cp\u003eThe first research question sought to learn how educators in New Orleans define trauma, both in general terms and within the context of childhood. Study participants demonstrated a strong awareness of trauma\u0026rsquo;s prevalence and complexity. Educators characterized trauma as a highly personal experience, shaped by an individual\u0026rsquo;s interpretation rather than the objective nature the event itself. Trauma was also described as existing on a spectrum. Participants discussed acute traumatic experiences, such as natural disasters (e.g., Hurricanes Katrina in 2005 and Ida in 2021), as well as cumulative traumatic stress from chronic exposure to violence and family dysfunction. They also acknowledged that indirect exposure to trauma can be just as harmful as direct experience. These insights are consistent with established trauma research (Bremner et al., \u003cspan citationid=\"CR9\" class=\"CitationRef\"\u003e2007\u003c/span\u003e; Brown et al., \u003cspan citationid=\"CR10\" class=\"CitationRef\"\u003e2009\u003c/span\u003e; Straussner \u0026amp; Calnan, \u003cspan citationid=\"CR57\" class=\"CitationRef\"\u003e2014\u003c/span\u003e; van der Kolk et al., \u003cspan citationid=\"CR61\" class=\"CitationRef\"\u003e2005\u003c/span\u003e) and align with the TIC principle of Realization (SAMHSA, 2014).\u003c/p\u003e\u003cp\u003eParticipants voiced heightened concern about trauma exposure in childhood. Educators emphasized that individuals are more likely to be affected by trauma when their brain and body are experiencing significant growth, an understanding that parallels academic consensus (Cannon, \u003cspan citationid=\"CR14\" class=\"CitationRef\"\u003e1932\u003c/span\u003e; Chrousos et al., 1992; Johnson, \u003cspan citationid=\"CR29\" class=\"CitationRef\"\u003e2018\u003c/span\u003e; LeDoux, \u003cspan citationid=\"CR34\" class=\"CitationRef\"\u003e1998\u003c/span\u003e; McEwen, \u003cspan citationid=\"CR39\" class=\"CitationRef\"\u003e2000\u003c/span\u003e; Straussner \u0026amp; Calnan, \u003cspan citationid=\"CR57\" class=\"CitationRef\"\u003e2014\u003c/span\u003e). However, it should be noted that many participants identified a child\u0026rsquo;s limited agency as a factor that makes them especially vulnerable to harm, which is an element of childhood trauma that is less frequently discussed.\u003c/p\u003e\u003cp\u003eSome participants discussed trauma with the lens of broader systemic conditions, underscoring how social issues largely contribute to trauma exposure during childhood. These findings add to the literature by capturing how New Orleans educators are more likely to view trauma as not just a singular experience but also a collective experience. Their insights highlight the increasingly discussed shift from understanding trauma as an individualized pathology toward a more ecological perspective (DeCandia \u0026amp; Guarino, \u003cspan citationid=\"CR19\" class=\"CitationRef\"\u003e2015\u003c/span\u003e). This consideration not only reflects the progression of trauma research but is also particularly relevant for historically marginalized regions, where frequent adversity can lead to trauma being overlooked or even normalized.\u003c/p\u003e\u003c/div\u003e\u003cdiv id=\"Sec22\" class=\"Section2\"\u003e\u003ch2\u003eHow Educators Identify Trauma\u003c/h2\u003e\u003cp\u003eThe second research question examined how educators in New Orleans recognize student trauma. In accordance with the TIC principle of Recognition (SAMHSA, 2014), participants identified signs of trauma across various domains. Educators reported relying heavily on behavioral cues, detailing their experiences with externalizing behavior (e.g., aggression, defiance) and internalizing behavior (e.g., withdrawal, apathy) in students. They also described manifestations of trauma as emotional signs (e.g., emotional dysregulation and reactivity), somatic cues (e.g., hunger, fatigue, poor hygiene, weight, bruises/scars), and cognitive challenges (e.g., difficulty with focus, processing information, and memory). They also cited absenteeism and academic disengagement as other indicators of trauma.\u003c/p\u003e\u003cp\u003eThese reports are strikingly consistent with the literature on childhood trauma (De Bellis \u0026amp; Zisk, \u003cspan citationid=\"CR18\" class=\"CitationRef\"\u003e2014\u003c/span\u003e; Hart \u0026amp; Rubia, \u003cspan citationid=\"CR26\" class=\"CitationRef\"\u003e2012\u003c/span\u003e; Johnson, \u003cspan citationid=\"CR29\" class=\"CitationRef\"\u003e2018\u003c/span\u003e; McLean et al., \u003cspan citationid=\"CR42\" class=\"CitationRef\"\u003e2014\u003c/span\u003e; Noltemeyer et al., \u003cspan citationid=\"CR48\" class=\"CitationRef\"\u003e2015\u003c/span\u003e; Perry \u0026amp; Morris, \u003cspan citationid=\"CR49\" class=\"CitationRef\"\u003e2014\u003c/span\u003e; Schwartz \u0026amp; Perry, 1994; Straussner \u0026amp; Calnan, \u003cspan citationid=\"CR57\" class=\"CitationRef\"\u003e2014\u003c/span\u003e). Yet, some educators expanded the discussion of internalizing behavior to include the fawn stress response. Although these people-pleasing tendencies can appear as friendly behavior, they can undermine secure attachment and distort a child\u0026rsquo;s sense of self (McLean et al., \u003cspan citationid=\"CR42\" class=\"CitationRef\"\u003e2014\u003c/span\u003e), which makes the lack of academic discourse on this issue troubling.\u003c/p\u003e\u003cp\u003e Participants also mentioned their ability to recognize trauma in their students, even when they cannot or do not articulate their distress. This insight corresponds with existing literature that conceptualizes behavior as a form of communication among children (McGuire \u0026amp; VanUitert, \u003cspan citationid=\"CR41\" class=\"CitationRef\"\u003e2024\u003c/span\u003e). It also reinforces the growing call to reframe dysregulated behavior with a trauma-informed lens, understanding it as an expression of unmet needs rather than purposeful disobedience (Reckdahl, \u003cspan citationid=\"CR50\" class=\"CitationRef\"\u003e2017\u003c/span\u003e). This insight additionally supports research focused on the important role of adults, especially educators, in proactive efforts to identify youth mental health concerns and connect them with appropriate care (Jensen et al., \u003cspan citationid=\"CR28\" class=\"CitationRef\"\u003e2011\u003c/span\u003e). Yet, participants stressed the importance of recognizing trends, rather than viewing signs of trauma in isolation, with many reporting particular attunement to shifts in their students\u0026rsquo; typical behavior or demeanor. This finding contributes to the literature by illustrating how educators leverage their closeness to students to distinguish signs of trauma that may otherwise go unnoticed or be misinterpreted.\u003c/p\u003e\u003cdiv id=\"Sec23\" class=\"Section3\"\u003e\u003ch2\u003eHow Educators Perceive Trauma\u0026rsquo;s Effects\u003c/h2\u003e\u003cp\u003eThe third research question investigated how New Orleans educators perceive the impact of trauma on students. In alignment with the TIC principle of Realization (SAMHSA, 2014), all participants showed a deep awareness of the way trauma affects students, with many consistently describing trauma as a significant barrier to learning. This was particularly evident in participants\u0026rsquo; accounts of students\u0026rsquo; struggles with executive functioning (e.g., maintaining focus, retaining information, initiating tasks, completing assignments), coupled with emotional and behavioral dysregulation (e.g., heightened reactivity, frustration intolerance, disproportionate emotional responses, difficulty self-regulating). These challenges can limit active engagement in the learning process, which often contributes to the academic gaps commonly observed among trauma-impacted students. These reports correspond with existing literature that recognizes how trauma disrupts healthy child development in various ways (De Bellis \u0026amp; Zisk, \u003cspan citationid=\"CR18\" class=\"CitationRef\"\u003e2014\u003c/span\u003e; Hart \u0026amp; Rubia, \u003cspan citationid=\"CR26\" class=\"CitationRef\"\u003e2012\u003c/span\u003e; McLean et al., \u003cspan citationid=\"CR42\" class=\"CitationRef\"\u003e2014\u003c/span\u003e; Johnson, \u003cspan citationid=\"CR29\" class=\"CitationRef\"\u003e2018\u003c/span\u003e; Schwartz \u0026amp; Perry, 1994; Straussner \u0026amp; Calnan, \u003cspan citationid=\"CR57\" class=\"CitationRef\"\u003e2014\u003c/span\u003e).\u003c/p\u003e\u003cp\u003eEducators also described the complications involved in determining the root cause(s) of a student\u0026rsquo;s academic difficulties. Participants reported frequently trying to identify whether challenges may stem from learning disabilities or adverse environmental factors. These reports contribute to the literature by illustrating how numerous factors can simultaneously intersect to influence a student\u0026rsquo;s academic performance. This insight is particularly significant when considering the disproportionate number of students of color in special education, especially within historically marginalized regions (Morgan, \u003cspan citationid=\"CR43\" class=\"CitationRef\"\u003e2020\u003c/span\u003e), such as the city of New Orleans.\u003c/p\u003e\u003cp\u003eFurthermore, educators expressed heightened concern regarding the long-term consequences of unaddressed trauma. Participants recognized that the lack of adaptive coping skills, emotional support at home, and social-emotional knowledge can lead to trauma compounding over time. Many referenced how children can develop severe mental health challenges and increasingly depend on maladaptive coping mechanisms for relief (e.g., substance use, self-harm), citing broader ramifications such as addiction, suicidal ideation/behavior, juvenile justice system involvement, and dropping out of school. These insights align with the TIC principle of Resist Re-traumatization (SAMHSA, 2014), as educators underscored the importance of proactive intervention to prevent trauma from evolving into pervasive challenges that can profoundly impact the trajectory of a child\u0026rsquo;s life. These reports also parallel existing research that associates childhood trauma with adverse long-term outcomes (Felitti et al., \u003cspan citationid=\"CR22\" class=\"CitationRef\"\u003e1998\u003c/span\u003e).\u003c/p\u003e\u003c/div\u003e\u003c/div\u003e\u003cdiv id=\"Sec24\" class=\"Section2\"\u003e\u003ch2\u003eHow Educators Provide Support\u003c/h2\u003e\u003cp\u003eThe final research question explored how educators respond to student trauma. Across interviews, the most frequently mentioned form of support was the intentional development of nurturing relationships with trauma-impacted students. Participants shared efforts to be consistent, trusted adults to these students who often lack stability and emotional safety in other areas of their lives. This relational approach to behavior management is well established in the literature regarding trauma-informed education, reflecting the notion that connection is more effective than correction (Souers \u0026amp; Hall, \u003cspan citationid=\"CR56\" class=\"CitationRef\"\u003e2016\u003c/span\u003e).\u003c/p\u003e\u003cp\u003eThe use of regulation support strategies was also discussed. For instance, educators described incorporating somatic strategies, providing space and time for students to de-escalate, and offering structured choices to support agency and reduce power struggles. These approaches correspond with the TIC principle of Response (SAMHSA, 2014), which notes the effectiveness of strategies that utilize structured flexibility to promote academic engagement while also meeting student needs.\u003c/p\u003e\u003cp\u003eAnother important finding revealed how educators apply their trauma awareness while working with these students. Participants explained how knowing the impact of trauma, along with children\u0026rsquo;s personal histories and environmental contexts, enables them to better understand the demeanor and behavior of students, which may seem apathetic, disrespectful, or defiant. At the same time, participants often noted a lack of formal trauma training; instead, they had to seek this information themselves in an effort to support their students more effectively. This aligns with recent literature that indicates a lack of training contributes to feelings of unpreparedness and inefficacy among educators who work with students impacted by trauma (Lancaster, \u003cspan citationid=\"CR33\" class=\"CitationRef\"\u003e2021\u003c/span\u003e; Louth \u0026amp; Willis, \u003cspan citationid=\"CR38\" class=\"CitationRef\"\u003e2024\u003c/span\u003e).\u003c/p\u003e\u003cp\u003eCollaboration across systems was also mentioned as a key support strategy. Participants discussed engaging with families, partnering with fellow educators, and coordinating with school social workers to recognize concerns and advocate for students whose needs extend beyond their capabilities. This finding highlights the role of educators within a broader network of student support, which aligns with studies that call for interdisciplinary collaboration to address the multifaceted impact of childhood trauma (Frauenholtz et al., \u003cspan citationid=\"CR23\" class=\"CitationRef\"\u003e2017\u003c/span\u003e; Sun et al., \u003cspan citationid=\"CR58\" class=\"CitationRef\"\u003e2025\u003c/span\u003e).\u003c/p\u003e\u003cp\u003ePerhaps most notably, educators emphasized the need to self-regulate and set clear boundaries while working with trauma-impacted students. Participants acknowledged that their own dysregulated responses could unintentionally reinforce feelings of helplessness, anger, fear, or shame in their students, which corresponds with the TIC principle of Resist Re-traumatization (SAMHSA, 2014). Many shared examples of deliberately taking a moment to compose themselves, sometimes with the help of their peers, in order to avoid escalating interactions and circumstances. Some also noted the role of therapy in maintaining their emotional and psychological well-being. These accounts emphasize the importance of supporting those who care for trauma-impacted individuals, an essential yet often overlooked component of trauma-informed care.\u003c/p\u003e\u003cdiv id=\"Sec25\" class=\"Section3\"\u003e\u003ch2\u003eImplications for Practice and Policy\u003c/h2\u003e\u003cp\u003eThe findings of this study offer several implications for strengthening trauma-informed education. First, educators need to regularly receive comprehensive training on the multifaceted nature and impact of childhood trauma. Such training should include multiple frameworks that contextualize trauma within the context of social determinants and broader systemic structures. Additionally, personal reflexivity is an important aspect of trauma training to promote empathy and self-awareness among educators, both of which are critical in trauma-informed care.\u003c/p\u003e\u003cp\u003eTraining should cover a wide range of trauma indicators, including not just overt behavioral and emotional cues but also subtle and somatic signs, as well as patterns that emerge academically. Another way to strengthen this effort involves utilizing school data systems with a trauma-informed lens to identify potential warning signs within a student\u0026rsquo;s behavioral, academic, and attendance trends. Collaboration with school mental health professionals, families, and fellow educators should also be encouraged to allow for timely identification and coordinated efforts to support students.\u003c/p\u003e\u003cp\u003eSchool-based interventions should be proactive, universal among all students, and focus on holistic development that blends academic and social-emotional learning. Data-driven, tiered interventions, known as Multi-Tiered Systems of Support (MTSS; Nitz et al., \u003cspan citationid=\"CR47\" class=\"CitationRef\"\u003e2023\u003c/span\u003e), are often used for students requiring more individualized support; however, these interventions should be implemented through a trauma-informed lens that prioritizes co-regulation and relational repair alongside academic recovery. Furthermore, educators must be provided with various creative strategies that are relationship-driven, regulation-focused, and engagement-centered to better engage trauma-impacted students in the classroom.\u003c/p\u003e\u003cp\u003eIt is important to note, however, that educator wellness is essential to the successful implementation of trauma-informed education. Meaningful training, as well as organizational supports like reduced class sizes, additional staff, greater administrative support, and improved physical and mental health benefits, are vital to preventing teacher burnout. Investing in the well-being of educators enables them to be the regulated and responsive adults their students need. This, in turn, not only enhances the safety of schools, but also their effectiveness and sustainability in educating students impacted by trauma.\u003c/p\u003e\u003c/div\u003e\u003cdiv id=\"Sec26\" class=\"Section3\"\u003e\u003ch2\u003eLimitations and Future Research\u003c/h2\u003e\u003cp\u003eThe limitations of this study should be considered when interpreting its findings. For example, the study\u0026rsquo;s qualitative design and focus on New Orleans, as well as its small sample size and voluntary sampling, hinder generalization of the results. Moreover, this study lacks triangulation, as data analysis was completed solely by the primary investigator. Future studies should include school leaders, families, and students themselves as participants to more fully explore the scope of trauma within the school setting. Additionally, the use of a mixed-methods research design that integrates personal insights with quantitative data (e.g., academic performance, attendance patterns, behavioral trends) could also offer more comprehensive insights.\u003c/p\u003e\u003c/div\u003e\u003c/div\u003e"},{"header":"Conclusion","content":"\u003cp\u003eThis study illustrates how trauma-informed education cannot be reduced to a checklist or a curriculum. Rather, it is a deeply relational and reflective practice, grounded in safety, connection, and empowerment. The findings reveal how, through the power of relationships, trauma-informed education can bridge the gap between student well-being and academic achievement. This affirms the understanding that, while healthy development may begin at home, it is nurtured and sustained within the school environment.\u003c/p\u003e\u003cp\u003eOn the other hand, the accounts of these New Orleans educators also highlight the toll this work can take on someone. While educators work hard to adapt to support trauma-impacted students, they often lack adequate structural assistance due to systemic gaps and insufficient policies. Ultimately, the results of this study call on school leaders and lawmakers to urgently invest in greater trauma training, educator wellness, and interdisciplinary collaboration. Such measures are essential to create school systems, in New Orleans and beyond, where \u003cem\u003eboth\u003c/em\u003e trauma-impacted students and the adults who support them are equipped to thrive.\u003c/p\u003e"},{"header":"References","content":"\u003col\u003e\n \u003cli\u003e\u003cspan\u003eAlisic E (2012) Teachers\u0026rsquo; perspectives on providing support to children after trauma: A qualitative study. School Psychol 27(1):51\u0026ndash;59. \u003cspan class=\"ExternalRef\"\u003e\u003cspan class=\"RefSource\"\u003ehttps://doi.org/10.1037/a0028590\u003c/span\u003e\u003c/span\u003e\u003c/span\u003e\u003c/li\u003e\n \u003cli\u003e\u003cspan\u003eArag\u0026oacute;n KM, Mullin AC, Felix ED, Appel O, Sharkey JD (2024) Identifying what educators need to support trauma-informed practices in the schools: A community needs assessment. School Psychol 39(5):520\u0026ndash;529. \u003cspan class=\"ExternalRef\"\u003e\u003cspan class=\"RefSource\"\u003ehttps://doi.org/10.1037/spq0000621\u003c/span\u003e\u003c/span\u003e\u003c/span\u003e\u003c/li\u003e\n \u003cli\u003e\u003cspan\u003eBallin AE (2021) Connecting trauma-sensitive schooling and social\u0026ndash;emotional learning to promote educational equity: One school\u0026rsquo;s intentional design. Child Schools 44(2):107\u0026ndash;115. \u003cspan class=\"ExternalRef\"\u003e\u003cspan class=\"RefSource\"\u003ehttps://doi.org/10.1093/cs/cdab032\u003c/span\u003e\u003c/span\u003e\u003c/span\u003e\u003c/li\u003e\n \u003cli\u003e\u003cspan\u003eBilbrey JB, Castanon KL, Copeland RB, Evanshen PA, Trivette CM (2024) Primary early childhood educators\u0026rsquo; perspective of trauma-informed knowledge, confidence, and training. Australian Educational Researcher 51:67\u0026ndash;88. \u003cspan class=\"ExternalRef\"\u003e\u003cspan class=\"RefSource\"\u003ehttps://doi.org/10.1007/s13384-022-00582-9\u003c/span\u003e\u003c/span\u003e\u003c/span\u003e\u003c/li\u003e\n \u003cli\u003e\u003cspan\u003eBethell CD, Davis MB, Gombojav N, Stumbo S, Powers K (2017) October). \u003cem\u003eA national and across state profile on adverse childhood experiences among children and possibilities to heal and thrive\u003c/em\u003e [Issue brief]. Johns Hopkins Bloomberg School of Public Health. \u003cspan class=\"ExternalRef\"\u003e\u003cspan class=\"RefSource\"\u003ehttps://www.changeimpact.net/uploads/1/0/2/1/102192352/ti._aces_issue_brief_-_oct_2017.pdf\u003c/span\u003e\u003c/span\u003e\u003c/span\u003e\u003c/li\u003e\n \u003cli\u003e\u003cspan\u003eBerger E, O\u0026rsquo;Donohue K, La C, Quinones G, Barnes M (2023) Early childhood professionls\u0026rsquo; perspectives on dealing with trauma of children. School Mental Health 15:300\u0026ndash;311. \u003cspan class=\"ExternalRef\"\u003e\u003cspan class=\"RefSource\"\u003ehttps://doi.org/10.1007/s12310-022-09551-0\u003c/span\u003e\u003c/span\u003e\u003c/span\u003e\u003c/li\u003e\n \u003cli\u003e\u003cspan\u003eBernstein DP, Ahluvalia T, Pogge D, Handelsman L (1997) Validity of the Childhood Trauma Questionnaire in an adolescent psychiatric population. J Am Acad Child Adolesc Psychiatry 36(3):340\u0026ndash;348. \u003cspan class=\"ExternalRef\"\u003e\u003cspan class=\"RefSource\"\u003ehttps://doi.org/10.1097/00004583-199703000-00012\u003c/span\u003e\u003c/span\u003e\u003c/span\u003e\u003c/li\u003e\n \u003cli\u003e\u003cspan\u003eBlanton MA, Richie FJ, Langhinrichsen-Rohling J (2022) Readiness to change: A pathway to the adoption of trauma-sensitive teaching. Behav Sci 12(11):445. \u003cspan class=\"ExternalRef\"\u003e\u003cspan class=\"RefSource\"\u003ehttps://doi.org/10.3390/bs12110445\u003c/span\u003e\u003c/span\u003e\u003c/span\u003e\u003c/li\u003e\n \u003cli\u003e\u003cspan\u003eBremner JD, Bolus R, Mayer EA (2007) Psychometric properties of the Early Trauma Inventory-Self Report. J Nerv Ment Dis 195(3):211\u0026ndash;218. \u003cspan class=\"ExternalRef\"\u003e\u003cspan class=\"RefSource\"\u003ehttps://doi.org/10.1097/01.nmd.0000243824.84651.6c\u003c/span\u003e\u003c/span\u003e\u003c/span\u003e\u003c/li\u003e\n \u003cli\u003e\u003cspan\u003eBrown DW, Anda RF, Tiemeier H, Felitti VJ, Edwards VJ, Croft JB, Giles WH (2009) Adverse childhood experiences and the risk of premature mortality. Am J Prev Med 37(5):389\u0026ndash;396. \u003cspan class=\"ExternalRef\"\u003e\u003cspan class=\"RefSource\"\u003ehttps://doi.org/10.1016/j.amepre.2009.06.021\u003c/span\u003e\u003c/span\u003e\u003c/span\u003e\u003c/li\u003e\n \u003cli\u003e\u003cspan\u003eBrown EC, Freedle A, Hurless NL, Miller RD, Martin C, Paul ZA (2022) Preparing teacher candidates for trauma-informed practices. Urban Educ 57(4):662\u0026ndash;685. \u003cspan class=\"ExternalRef\"\u003e\u003cspan class=\"RefSource\"\u003ehttps://doi.org/10.1177/0042085920974084\u003c/span\u003e\u003c/span\u003e\u003c/span\u003e\u003c/li\u003e\n \u003cli\u003e\u003cspan\u003eBrunzell T, Waters L, Stokes H (2022) Teacher perspectives when learning trauma-informed practice pedagogies: Stories of making meaning at work. Front Educ 7:852228. \u003cspan class=\"ExternalRef\"\u003e\u003cspan class=\"RefSource\"\u003ehttps://doi.org/10.3389/feduc.2022.852228\u003c/span\u003e\u003c/span\u003e\u003c/span\u003e\u003c/li\u003e\n \u003cli\u003e\u003cspan\u003eBurleson A (2023) Educators\u0026rsquo; perceptions of trauma-informed instructional practices in one Northeast Tennessee school district [Doctoral dissertation, East Tennessee State University]. Electronic Theses and Dissertations. \u003cspan class=\"ExternalRef\"\u003e\u003cspan class=\"RefSource\"\u003ehttps://dc.etsu.edu/etd/4318\u003c/span\u003e\u003c/span\u003e\u003c/span\u003e\u003c/li\u003e\n \u003cli\u003e\u003cspan\u003eCannon WB (1932) The wisdom of the body. W. W. Norton \u0026amp; Company\u003c/span\u003e\u003c/li\u003e\n \u003cli\u003e\u003cspan\u003eChrousos GP, Gold PW (1992) The concepts of stress and stress system disorders. Overview of physical and behavioral homeostasis. J Am Med Association (JAMA) 267(9):1244\u0026ndash;1252\u003c/span\u003e\u003c/li\u003e\n \u003cli\u003e\u003cspan\u003eDavis CR, Baker CN, Osborn J, Overstreet S, the New Orleans Trauma-Informed Schools Learning Initiative (2024) Understanding teacher self-efficacy to address students\u0026rsquo; social-emotional needs in the COVID-19 pandemic. Urban Educ 59(8):2427\u0026ndash;2457. \u003cspan class=\"ExternalRef\"\u003e\u003cspan class=\"RefSource\"\u003ehttps://doi.org/10.1177/00420859221099834\u003c/span\u003e\u003c/span\u003e\u003c/span\u003e\u003c/li\u003e\n \u003cli\u003e\u003cspan\u003eDavis W, Petrovic L, Whalen K, Danna L, Zeigler K, Brewton A, Joseph M, Baker CN, Overstreet S, the New Orleans Trauma-Informed Learning Collaborative (2022) Centering trauma-informed approaches in schools within a social justice framework. Psychol Schools 59:2453\u0026ndash;2470. \u003cspan class=\"ExternalRef\"\u003e\u003cspan class=\"RefSource\"\u003ehttps://doi.org/10.1002/pits.22664\u003c/span\u003e\u003c/span\u003e\u003c/span\u003e\u003c/li\u003e\n \u003cli\u003e\u003cspan\u003eDe Bellis MD, Zisk A (2014) The biological effects of childhood trauma. Child Adolesc Psychiatr Clin N Am 23(2):185\u0026ndash;222. \u003cspan class=\"ExternalRef\"\u003e\u003cspan class=\"RefSource\"\u003ehttps://doi.org/10.1016/j.chc.2014.01.002\u003c/span\u003e\u003c/span\u003e\u003c/span\u003e\u003c/li\u003e\n \u003cli\u003e\u003cspan\u003eDeCandia CJ, Guarino K (2015) Trauma-informed care: An ecological response. J Child Youth Care Work 25:7\u0026ndash;32. \u003cspan class=\"ExternalRef\"\u003e\u003cspan class=\"RefSource\"\u003ehttps://doi.org/10.1002/pits.22102\u003c/span\u003e\u003c/span\u003e\u003c/span\u003e\u003c/li\u003e\n \u003cli\u003e\u003cspan\u003eDhawan R, Sinha A (2022) Cognitive processing of small \u0026lsquo;t\u0026rsquo; trauma among adults. Int J Indian Psychol 10(1):856\u0026ndash;872. \u003cspan class=\"ExternalRef\"\u003e\u003cspan class=\"RefSource\"\u003ehttps://doi.org/10.25215/1001.088\u003c/span\u003e\u003c/span\u003e\u003c/span\u003e\u003c/li\u003e\n \u003cli\u003e\u003cspan\u003eDowney C, Crummy A (2021) The impact of childhood trauma on children\u0026rsquo;s wellbeing and adult behavior. Eur J Trauma Dissociation 6(1):100237. \u003cspan class=\"ExternalRef\"\u003e\u003cspan class=\"RefSource\"\u003ehttps://doi.org/10.1016/j.ejtd.2021.100237\u003c/span\u003e\u003c/span\u003e\u003c/span\u003e\u003c/li\u003e\n \u003cli\u003e\u003cspan\u003eFelitti VJ, Anda RF, Nordenberg D, Williamson DF, Spitz AM, Edwards V, Koss MP, Marks JS (1998) Relationship of childhood abuse and household dysfunction to many of the leading causes of death in adults: The Adverse Childhood Experiences (ACE) Study. Am J Prev Med 14(4):245\u0026ndash;258. \u003cspan class=\"ExternalRef\"\u003e\u003cspan class=\"RefSource\"\u003ehttps://doi.org/10.1016/s0749-3797(98)00017-8\u003c/span\u003e\u003c/span\u003e\u003c/span\u003e\u003c/li\u003e\n \u003cli\u003e\u003cspan\u003eFrauenholtz S, Mendenhall AN, Moon J (2017) Role of school employees\u0026rsquo; mental health knowledge in interdisciplinary collaborations to support the academic success of students experiencing mental health distress. Child Schools 39(2):71\u0026ndash;79. \u003cspan class=\"ExternalRef\"\u003e\u003cspan class=\"RefSource\"\u003ehttps://doi.org/10.1093/cs/cdx004\u003c/span\u003e\u003c/span\u003e\u003c/span\u003e\u003c/li\u003e\n \u003cli\u003e\u003cspan\u003eGoodman RD, West-Olatunji CA (2008) Transgenerational trauma and resilience: Improving mental health counseling for survivors of Hurricane Katrina. J Mental Health Couns 30(2):121\u0026ndash;136. \u003cspan class=\"ExternalRef\"\u003e\u003cspan class=\"RefSource\"\u003ehttps://doi.org/10.17744/mehc.30.2.q52260n242204r84\u003c/span\u003e\u003c/span\u003e\u003c/span\u003e\u003c/li\u003e\n \u003cli\u003e\u003cspan\u003eGrimes TO, Kirsch JL, Roosma SK, Walters AD (2023) Understanding the experiences of rural school counselors implementing trauma-informed practices. Theory Pract Rural Educ 13(2):76\u0026ndash;103. \u003cspan class=\"ExternalRef\"\u003e\u003cspan class=\"RefSource\"\u003ehttps://doi.org/10.3776/tpre.2023.v13n2p76-103\u003c/span\u003e\u003c/span\u003e\u003c/span\u003e\u003c/li\u003e\n \u003cli\u003e\u003cspan\u003eHart H, Rubia K (2012) Neuroimaging of child abuse: a critical review. Front Hum Neurosci 6:52. \u003cspan class=\"ExternalRef\"\u003e\u003cspan class=\"RefSource\"\u003ehttps://doi.org/10.3389/fnhum.2012.00052\u003c/span\u003e\u003c/span\u003e\u003c/span\u003e\u003c/li\u003e\n \u003cli\u003e\u003cspan\u003eHealth Resources and Services Administration (HRSA), Maternal and Child Health Bureau (MCHB), \u0026amp; Centers for Disease Control and Prevention (CDC), National Center for Health Statistics (NCHS) (2013) \u003cem\u003eNational Survey of Children\u0026apos;s Health, 2011\u0026ndash;2012\u003c/em\u003e [Dataset]. \u003cspan class=\"ExternalRef\"\u003e\u003cspan class=\"RefSource\"\u003ehttps://www.childhealthdata.org/browse/archive-prior-year-nsch-and-ns-cshcn-data-resources/nsch-profiles\u003c/span\u003e\u003c/span\u003e\u003c/span\u003e\u003c/li\u003e\n \u003cli\u003e\u003cspan\u003eJensen PS, Goldman E, Offord D, Costello EJ, Friedman R, Huff B, Crowe M, Amsel L, Bennett K, Bird H, Conger R, Fisher P, Hoagwood K, Kessler RC, Roberts R (2011) Overlooked and underserved: Action signs for identifying children with unmet mental health needs. Pediatrics 128(5):970\u0026ndash;979. \u003cspan class=\"ExternalRef\"\u003e\u003cspan class=\"RefSource\"\u003ehttps://doi.org/10.1542/peds.2009-0367\u003c/span\u003e\u003c/span\u003e\u003c/span\u003e\u003c/li\u003e\n \u003cli\u003e\u003cspan\u003eJohnson ME (2018) The effects of traumatic experiences on academic relationships and expectations in justice-involved children. Psychol Sch 55(3):240\u0026ndash;249. \u003cspan class=\"ExternalRef\"\u003e\u003cspan class=\"RefSource\"\u003ehttps://doi.org/10.1002/pits.22102\u003c/span\u003e\u003c/span\u003e\u003c/span\u003e\u003c/li\u003e\n \u003cli\u003e\u003cspan\u003eKalmakis KA, Chandler GE (2014) Adverse childhood experiences: Towards a clear conceptual meaning. J Adv Nurs 70(7):1489\u0026ndash;1501. \u003cspan class=\"ExternalRef\"\u003e\u003cspan class=\"RefSource\"\u003ehttps://doi.org/10.1111/jan.12329\u003c/span\u003e\u003c/span\u003e\u003c/span\u003e\u003c/li\u003e\n \u003cli\u003e\u003cspan\u003eKnox J (2025) Lessons learned from implementing a culturally responsive, trauma-informed training series. J Trauma Stud Educ. \u003cspan class=\"ExternalRef\"\u003e\u003cspan class=\"RefSource\"\u003ehttps://doi.org/10.70085/jtse.v4i2.145\u003c/span\u003e\u003c/span\u003e\u003c/span\u003e\u003c/li\u003e\n \u003cli\u003e\u003cspan\u003eLai BS, Osborne MC, Lee N, Self-Brown S, Esnard A-M, Kelley ML (2018) Trauma-informed schools: Child disaster exposure, community violence and somatic symptoms. J Affect Disord 238:586\u0026ndash;592. \u003cspan class=\"ExternalRef\"\u003e\u003cspan class=\"RefSource\"\u003ehttps://doi.org/10.1016/j.jad.2018.05.062\u003c/span\u003e\u003c/span\u003e\u003c/span\u003e\u003c/li\u003e\n \u003cli\u003e\u003cspan\u003eLancaster S (2021) Teacher self-efficacy: The missing piece to trauma-informed classroom interventions. Advocate 26(2). \u003cspan class=\"ExternalRef\"\u003e\u003cspan class=\"RefSource\"\u003ehttps://doi.org/10.4148/2637-4552.1159\u003c/span\u003e\u003c/span\u003e\u003c/span\u003e\u003c/li\u003e\n \u003cli\u003e\u003cspan\u003eLeDoux J (1998) Fear and the brain: Where have we been, and where are we going? Biol Psychiatry 44(12):1229\u0026ndash;1238. \u003cspan class=\"ExternalRef\"\u003e\u003cspan class=\"RefSource\"\u003ehttps://doi.org/10.1016/s0006-3223(98)00282-0\u003c/span\u003e\u003c/span\u003e\u003c/span\u003e\u003c/li\u003e\n \u003cli\u003e\u003cspan\u003eLee AH, Brown E (2022) Examining the effectiveness of trauma-focused cognitive behavioral therapy on children and adolescents\u0026rsquo; executive function. Child Abuse Negl 126:105516. \u003cspan class=\"ExternalRef\"\u003e\u003cspan class=\"RefSource\"\u003ehttps://doi.org/10.1016/j.chiabu.2022.105516\u003c/span\u003e\u003c/span\u003e\u003c/span\u003e\u003c/li\u003e\n \u003cli\u003e\u003cspan\u003eLincoln YS, Guba EG (1985) Naturalistic inquiry. Sage\u0026nbsp;\u003c/span\u003e\u003cspan\u003e\u003cspan class=\"ExternalRef\"\u003e\u003cspan class=\"RefSource\"\u003ehttps://doi.org/10.1016/0147-1767(85)90062-8\u003c/span\u003e\u003c/span\u003e\u003c/span\u003e\u003c/li\u003e\n \u003cli\u003e\u003cspan\u003eLouth SA, Willis A (2024) Multidisciplinary approaches to establishing trauma informed practice for pre-service teachers. Asia Pac Educ Rev 25(2):541\u0026ndash;553. \u003cspan class=\"ExternalRef\"\u003e\u003cspan class=\"RefSource\"\u003ehttps://doi.org/10.1007/s12564-024-09944-7\u003c/span\u003e\u003c/span\u003e\u003c/span\u003e\u003c/li\u003e\n \u003cli\u003e\u003cspan\u003eMcEwen BS (2000) The neurobiology of stress: From serendipity to clinical relevance. Brain Res 886(1\u0026ndash;2):172\u0026ndash;189. \u003cspan class=\"ExternalRef\"\u003e\u003cspan class=\"RefSource\"\u003ehttps://doi.org/10.1016/s0006-8993(00)02950-4\u003c/span\u003e\u003c/span\u003e\u003c/span\u003e\u003c/li\u003e\n \u003cli\u003e\u003cspan\u003eMcGinley E, Varchevker A (eds) (2013) Enduring trauma through the life cycle. Karnac Books\u003c/span\u003e\u003c/li\u003e\n \u003cli\u003e\u003cspan\u003eMcGuire SN, VanUitert VJ (2024) Hearing behavioral messages: Avoiding misinterpretation to make effective, inclusive decisions. Early Childhood Educ J. \u003cspan class=\"ExternalRef\"\u003e\u003cspan class=\"RefSource\"\u003ehttps://doi.org/10.1007/s10643-024-01676-y\u003c/span\u003e\u003c/span\u003e\u003c/span\u003e\u003c/li\u003e\n \u003cli\u003e\u003cspan\u003eMcLean CP, Morris SH, Conklin P, Jayawickreme N, Foa EB (2014) Trauma characteristics and posttraumatic stress disorder among adolescent survivors of childhood sexual abuse. J Family Violence 29(5):559\u0026ndash;566. \u003cspan class=\"ExternalRef\"\u003e\u003cspan class=\"RefSource\"\u003ehttps://doi.org/10.1007/s10896-014-9613-6\u003c/span\u003e\u003c/span\u003e\u003c/span\u003e\u003c/li\u003e\n \u003cli\u003e\u003cspan\u003eMorgan H (2020) Misunderstood and mistreated: Students of color in special education. Voices reform: Educational Res Inf reform 3(2):72\u0026ndash;81. \u003cspan class=\"ExternalRef\"\u003e\u003cspan class=\"RefSource\"\u003ehttps://files.eric.ed.gov/fulltext/ED610548.pdf\u003c/span\u003e\u003c/span\u003e\u003c/span\u003e\u003c/li\u003e\n \u003cli\u003e\u003cspan\u003eThe National Child Traumatic Stress Network (NCTSN) (n.d.). \u003cem\u003ePopulations at risk.\u003c/em\u003e \u003cspan class=\"ExternalRef\"\u003e\u003cspan class=\"RefSource\"\u003ehttps://www.nctsn.org/what-is-child-trauma/populations-at-risk\u003c/span\u003e\u003c/span\u003e\u003c/span\u003e\u003c/li\u003e\n \u003cli\u003e\u003cspan\u003eThe National Child Traumatic Stress Network (NCTSN) (2017) \u003cem\u003eCreating, supporting, and sustaining trauma-informed schools: A system framework.\u003c/em\u003e \u003cspan class=\"ExternalRef\"\u003e\u003cspan class=\"RefSource\"\u003ehttps://www.nctsn.org/sites/default/files/resources/creating_supporting_sustaining_trauma_informed_schools_a_systems_framework.pdf\u003c/span\u003e\u003c/span\u003e\u003c/span\u003e\u003c/li\u003e\n \u003cli\u003e\u003cspan\u003eThe New Orleans Children and Youth Planning Board (CYPB) (2019) \u003cem\u003eCalled to Care: Promoting Compassionate Healing for our Children\u003c/em\u003e [Report]. Institute of Women and Ethnic Studies. \u003cspan class=\"ExternalRef\"\u003e\u003cspan class=\"RefSource\"\u003ehttps://static1.squarespace.com/static/59f78bfbf43b558afe23e48a/t/5dbb1d538c5eb01fe0aec765/1572543847030/Called-to-CareTask-Force-Report_FINAL_small.pdf\u003c/span\u003e\u003c/span\u003e\u003c/span\u003e\u003c/li\u003e\n \u003cli\u003e\u003cspan\u003eNitz J, Brack F, Hertel S, Krull J, Stephan H, Hennemann T, Hanisch C (2023) Multi-tiered systems of support with focus on behavioral modification in elementary schools: A systematic review. Heliyon 9(6):e17506. \u003cspan class=\"ExternalRef\"\u003e\u003cspan class=\"RefSource\"\u003ehttps://doi.org/10.1016/j.heliyon.2023.e17506\u003c/span\u003e\u003c/span\u003e\u003c/span\u003e\u003c/li\u003e\n \u003cli\u003e\u003cspan\u003eNoltemeyer AL, Ward RM, Mcloughlin C (2015) Relationship Between School Suspension and Student Outcomes: A meta-Analysis. School Psychol Rev 44(2):224\u0026ndash;240. \u003cspan class=\"ExternalRef\"\u003e\u003cspan class=\"RefSource\"\u003ehttps://doi.org/10.17105/spr-14-0008.1\u003c/span\u003e\u003c/span\u003e\u003c/span\u003e\u003c/li\u003e\n \u003cli\u003e\u003cspan\u003ePerry BL, Morris EW (2014) Suspending progress: Collateral consequences of exclusionary punishment in public schools. Am Sociol Rev 79(6):1067\u0026ndash;1087\u003c/span\u003e\u003c/li\u003e\n \u003cli\u003e\u003cspan\u003eReckdahl K (2017), January 25 \u003cem\u003eA new movement to treat troubled children as \u0026lsquo;sad, not bad.\u0026rsquo;\u003c/em\u003e The Hechinger Report. \u003cspan class=\"ExternalRef\"\u003e\u003cspan class=\"RefSource\"\u003ehttps://hechingerreport.org/a-new-movement-to-treat-troubled-children-as-sad-not-bad/\u003c/span\u003e\u003c/span\u003e\u003c/span\u003e\u003c/li\u003e\n \u003cli\u003e\u003cspan\u003eRoche AI, Kroska EB, Miller ML, Kroska SK, O\u0026rsquo;Hara MW (2019) Childhood trauma and problem behavior: Examining the mediating roles of experiential avoidance and mindfulness processes. J Am Coll Health 67(1):17\u0026ndash;26. \u003cspan class=\"ExternalRef\"\u003e\u003cspan class=\"RefSource\"\u003ehttps://doi.org/10.1080/07448481.2018.1455689\u003c/span\u003e\u003c/span\u003e\u003c/span\u003e\u003c/li\u003e\n \u003cli\u003e\u003cspan\u003eSager J (2024) Early childhood teachers\u0026rsquo; perspectives regarding training to address the needs of children who experience trauma [Doctoral dissertation, Walden University]. ScholarWorks. \u003cspan class=\"ExternalRef\"\u003e\u003cspan class=\"RefSource\"\u003ehttps://scholarworks.waldenu.edu/dissertations/16321\u003c/span\u003e\u003c/span\u003e\u003c/span\u003e\u003c/li\u003e\n \u003cli\u003e\u003cspan\u003eSchwarz ED, Perry BD (1994) The post-traumatic response in children and adolescents. Psychiatr Clin North Am 17(2):311\u0026ndash;326\u003c/span\u003e\u003c/li\u003e\n \u003cli\u003e\u003cspan\u003eShapiro F (1995) Eye movement desensitization and reprocessing: Basic principles, protocols and procedures. Guilford Press\u003c/span\u003e\u003c/li\u003e\n \u003cli\u003e\u003cspan\u003eShervington DO (2019) \u003cem\u003eEnding the epidemic of childhood trauma\u003c/em\u003e. Institute for Women and Ethnic Studies. \u003cspan class=\"ExternalRef\"\u003e\u003cspan class=\"RefSource\"\u003ehttps://static1.squarespace.com/static/59f78bfbf43b558afe23e48a/t/5db99ce5ae69931bf8df1cf2/1572445418197/\u003c/span\u003e\u003c/span\u003e\u003c/span\u003e\u003cbr\u003e\u003cspan\u003e\u003cspan class=\"ExternalRef\"\u003e\u003cspan class=\"RefSource\"\u003eCongressional+testimony+%28Ending+the+Epidemic+of+Childhood+Trauma%29.pdf\u003c/span\u003e\u003c/span\u003e\u003c/span\u003e\u003c/li\u003e\n \u003cli\u003e\u003cspan\u003eSouers K, Hall P (2016) \u003cem\u003eFostering resilient learners: Strategies for creating a trauma-sensitive classroom.\u003c/em\u003e ASCD\u003c/span\u003e\u003c/li\u003e\n \u003cli\u003e\u003cspan\u003eStraussner SLA, Calnan AJ (2014) Trauma through the life cycle: A review of current literature. Clin Soc Work J 42:323\u0026ndash;335. \u003cspan class=\"ExternalRef\"\u003e\u003cspan class=\"RefSource\"\u003ehttps://doi.org/10.1007/s10615-014-0496-z\u003c/span\u003e\u003c/span\u003e\u003c/span\u003e\u003c/li\u003e\n \u003cli\u003e\u003cspan\u003eSun Y, Skouteris H, Tamblyn A, Berger E, Blewitt C (2025) Cross-disciplinary collaboration to promote trauma-informed practices in early childhood and primary education. \u003cem\u003eTrauma, Violence, \u0026amp; Abuse\u003c/em\u003e. \u003cspan class=\"ExternalRef\"\u003e\u003cspan class=\"RefSource\"\u003ehttps://doi.org/10.1177/15248380251325217\u003c/span\u003e\u003c/span\u003e\u003c/span\u003e\u003c/li\u003e\n \u003cli\u003e\u003cspan\u003eSubstance Abuse and Mental Health Services Administration (SAMHSA) (2014) \u003cem\u003eSAMHSA\u0026rsquo;s concept of trauma and guidance for a trauma-informed approach\u003c/em\u003e (HHS Publication No. SMA-14-4884). SAMHSA\u0026rsquo;s Trauma and Justice Strategic Initiative. \u003cspan class=\"ExternalRef\"\u003e\u003cspan class=\"RefSource\"\u003ehttps://library.samhsa.gov/product/samhsas-concept-trauma-and-guidance-trauma-informed-approach/sma14-4884\u003c/span\u003e\u003c/span\u003e\u003c/span\u003e\u003c/li\u003e\n \u003cli\u003e\u003cspan\u003eWells T, Taylor AJ, Young R (2022) Kentucky school administrator perspectives on trauma-informed practices: Implications for critical supervision. J Educational Superv 5(3):61\u0026ndash;80. \u003cspan class=\"ExternalRef\"\u003e\u003cspan class=\"RefSource\"\u003ehttps://doi.org/10.31045/jes.5.3.3\u003c/span\u003e\u003c/span\u003e\u003c/span\u003e\u003c/li\u003e\n \u003cli\u003e\u003cspan\u003evan der Kolk BA, Roth S, Pelcovitz D, Sunday S, Spinazzola J (2005) Disorders of extreme stress: The empirical foundation of a complex adaptation to trauma. J Trauma Stress 18(5):389\u0026ndash;399. \u003cspan class=\"ExternalRef\"\u003e\u003cspan class=\"RefSource\"\u003ehttps://doi.org/10.1002/jts.20047\u003c/span\u003e\u003c/span\u003e\u003c/span\u003e\u003c/li\u003e\n\u003c/ol\u003e"}],"fulltextSource":"","fullText":"","funders":[],"hasAdminPriorityOnWorkflow":false,"hasManuscriptDocX":true,"hasOptedInToPreprint":true,"hasPassedJournalQc":"","hasAnyPriority":true,"hideJournal":true,"highlight":"","institution":"Tulane University","isAcceptedByJournal":false,"isAuthorSuppliedPdf":false,"isDeskRejected":"","isHiddenFromSearch":false,"isInQc":false,"isInWorkflow":false,"isPdf":false,"isPdfUpToDate":true,"isWithdrawnOrRetracted":false,"journal":{"display":true,"email":"[email protected]","identity":"researchsquare","isNatureJournal":false,"hasQc":true,"allowDirectSubmit":true,"externalIdentity":"","sideBox":"","snPcode":"","submissionUrl":"/submission","title":"Research Square","twitterHandle":"researchsquare","acdcEnabled":true,"dfaEnabled":false,"editorialSystem":"","reportingPortfolio":"","inReviewEnabled":false,"inReviewRevisionsEnabled":true},"keywords":"New Orleans, trauma-informed education, teacher perspectives, childhood trauma, student mental health","lastPublishedDoi":"10.21203/rs.3.rs-7963626/v1","lastPublishedDoiUrl":"https://doi.org/10.21203/rs.3.rs-7963626/v1","license":{"name":"CC BY 4.0","url":"https://creativecommons.org/licenses/by/4.0/"},"manuscriptAbstract":"\u003cp\u003eNearly half of American children experience at least one traumatic event before turning 18 (Bethell et al., 2017), with higher prevalence among children of color (Health Resources and Services Administration et al., 2013) and those from lower socio-economic backgrounds (Shervington, 2019). These statistics are particularly relevant for the children of New Orleans, a city continually challenged with community violence, natural disasters, and economic hardship (Goodman \u0026amp; West-Olatunji, 2008). Trauma disrupts children’s social, emotional, and cognitive development (Kalmakis \u0026amp; Chandler, 2014), making trauma-informed education an increasingly important approach for addressing student needs and reducing barriers to learning (Blanton et al., 2022). Its success, however, depends on educators’ understanding and application of this framework. This study sought to examine how New Orleans educators perceive and respond to the impact of trauma on their students. Twelve public school educators from Jefferson Parish participated in semi-structured interviews about how they recognize trauma in students and how they offer support. Key themes were identified through thematic analysis following several rounds of inductive coding. Educators recognized student trauma through behavioral, emotional, cognitive, and somatic indicators, and emphasized the use of relational approaches, regulation support strategies, and collaboration with families and school staff. Many also highlighted the need for formal training and structural support to strengthen their capacities. Overall, the findings underscore the importance of comprehensive trauma training, interdisciplinary collaboration, and educator wellness in cultivating trauma-informed learning environments that sustain both students and teachers, in New Orleans and beyond.\u0026nbsp;\u003c/p\u003e","manuscriptTitle":"Navigating Trauma in Schools: An Exploration of Educators’ Perspectives and Practices in New Orleans","msid":"","msnumber":"","nonDraftVersions":[{"code":1,"date":"2025-10-29 12:27:25","doi":"10.21203/rs.3.rs-7963626/v1","editorialEvents":[{"type":"communityComments","content":0}],"status":"published","journal":{"display":true,"email":"[email protected]","identity":"researchsquare","isNatureJournal":false,"hasQc":true,"allowDirectSubmit":true,"externalIdentity":"","sideBox":"","snPcode":"","submissionUrl":"/submission","title":"Research Square","twitterHandle":"researchsquare","acdcEnabled":true,"dfaEnabled":false,"editorialSystem":"","reportingPortfolio":"","inReviewEnabled":false,"inReviewRevisionsEnabled":true}}],"origin":"","ownerIdentity":"98d9ebc5-5207-4d4b-a18c-45d7ddb3b520","owner":[],"postedDate":"October 29th, 2025","published":true,"recentEditorialEvents":[],"rejectedJournal":[],"revision":"","amendment":"","status":"posted","subjectAreas":[{"id":56978926,"name":"Educational Psychology"},{"id":56978927,"name":"Sociology"}],"tags":[],"updatedAt":"2025-10-29T12:27:25+00:00","versionOfRecord":[],"versionCreatedAt":"2025-10-29 12:27:25","video":"","vorDoi":"","vorDoiUrl":"","workflowStages":[]},"version":"v1","identity":"rs-7963626","journalConfig":"researchsquare"},"__N_SSP":true},"page":"/article/[identity]/[[...version]]","query":{"redirect":"/article/rs-7963626","identity":"rs-7963626","version":["v1"]},"buildId":"XKTyCvWXoU3ODBz1xrDgd","isFallback":false,"isExperimentalCompile":false,"dynamicIds":[84888],"gssp":true,"scriptLoader":[]}