Keywords
advocacy coaches, special education, relationship building, trauma-informed care, trauma-informed practices, urban schools
Abstract
Childhood trauma, often referred to as America’s hidden crisis, significantly impacts the learning and behavior of students with disabilities (SWD), in particular. SWD who experience or witness trauma face challenges related to discipline, academic achievement, absenteeism, and social and emotional well-being. According to the National Survey on Children’s Health (2021), 16.3% of children served under the Individuals with Disabilities Education Act have encountered two or more adverse childhood experiences by age 18, with over half of the states surpassing the national average. Addressing this urgent concern is difficult due to a shortage of qualified service providers, such as nurses, psychologists, and mental health specialists, and other limitations like lack of resources and funding. However, research indicates schools can implement trauma-informed practices to provide the necessary support for SWD to thrive. This research study explored how an urban school district utilized Advocacy Centers and coaches in elementary schools to support vulnerable students in overcoming trauma and achieving success in their learning environments. Specifically, this qualitative, focused ethnography case study investigated best practices in trauma-informed care provided by four advocacy coaches supporting trauma-impacted SWD in Title I elementary schools in the southeastern United States. The study incorporated participant questionnaires, classroom observations, field notes, semi-structured interviews, and examination of classroom artifacts. Two key themes emerged: (a) building strong relationships with students and (b) promising trauma-informed practices for classrooms. Results of the data analysis indicated that educators must first establish strong, authentic relationships with SWD before being able to effectively integrate trauma-informed practices into their classrooms. Recommendations and implications for future research are presented.
Completion Date
2024
Semester
Summer
Committee Chair
Dr. Lisa Dieker
Degree
Doctor of Philosophy (Ph.D.)
College
College of Community Innovation and Education
Department
School of Teacher Education
Degree Program
Exceptional Education
Format
application/pdf
Identifier
DP0028577
URL
https://purls.library.ucf.edu/go/DP0028577
Language
English
Release Date
8-15-2024
Length of Campus-only Access
None
Access Status
Doctoral Dissertation (Open Access)
Campus Location
Orlando (Main) Campus
STARS Citation
Young, Fanica, "Using Advocacy Coaches to Examine Trauma-Informed Classroom Practices Used to Support Students with Disabilities: A Qualitative Study" (2024). Graduate Thesis and Dissertation 2023-2024. 373.
https://stars.library.ucf.edu/etd2023/373
Accessibility Status
Meets minimum standards for ETDs/HUTs