EDUCATOR REFLECTIONS OF USING A TRAUMA-INFORMED APPROACH IN AN ELEMENTARY CLASSROOM by Kamaljit K Sidhu Bachelor of Education, Simon Fraser University 2009 Bachelor of Arts, Simon Fraser University 2004 MAJOR PAPER SUBMITTED IN PARTIAL FULFILLMENT OF THE REQUIREMENTS FOR THE DEGREE OF MASTER OF EDUCATION (EDUCATIONAL LEADERSHIP AND MENTORSHIP) In the Teacher Education Department © Kamaljit Sidhu 2021 UNIVERSITY OF THE FRASER VALLEY 2021 All rights reserved. This work may not be reproduced in whole or in part, by photocopy or other means, without permission of the author. ii Approval Name: Kamaljit Sidhu Degree: Master of Education (Educational Leadership and Mentorship) Title: Educator Reflections of Using a Trauma-Informed Approach in an Elementary Classroom Methodology Examining Committee Name: Dr. Awneet Sivia GPC Chair, Teacher Education Department ____________________________________________________________ Name: Dr. Karen Nelson Senior Supervisor Dr. Karen Nelson, Superintendent of Schools (retired) School District No.78 (Fraser- Cascade) ____________________________________________________________ Name: Dr. Nikki Yee Second Reader UFV, Teacher Education Department ____________________________________________________________ Date Defended/Approved: June 19, 2021 iii Abstract This capstone project explored the lived experiences of educators who have participated in trauma-informed professional development training (Pro-D) and who have applied this Pro-D to their practice. This project’s main objective was to understand perceptions of wellness as observed by experienced primary teachers who have implemented trauma-informed practices within their classrooms. One-to-one interview protocols were used. The critical focus questions were: a) how do teachers understand trauma and the effects of trauma in the classroom; b) how does knowledge of trauma change how teachers support students, and c) how can knowledge of trauma-informed practices impact teacher well-being? This project revealed that after participating in trauma-informed Pro-D, educators better understand trauma and the behaviours linked to traumatic stress in the classroom. Results showed that practices changed in the classroom because of the application of knowledge gained from the Pro-D. While Pro-D helped educator well-being in some ways, findings suggest that continuous trauma-informed Pro-D and implementation strategies may be beneficial. Keywords: trauma-informed practice, educator, mental health, wellness iv Acknowledgements I would like to begin by acknowledging that I write from the location of a settler, and am humbled to have learned on the traditional, ancestral, unceded, and shared territories of the Sema:th and Matheqwí First Nations. I respect the longstanding relationships that Indigenous Nations have to this land, as they are the original caretakers. I acknowledge historical and ongoing injustices that Indigenous Peoples endure in Canada. I accept responsibility as an educational leader to contribute toward revealing and correcting miseducation by listening, learning and teaching with a good heart and a good mind. I want to thank my family, friends, and UFV instructors for walking alongside and supporting me throughout this program. I would like to thank Dr. Nelson, and Dr. Yee for their expertise, and support with writing this paper. I want to extend my appreciation and gratitude to the Abbotsford School District for supporting me on my journey in this program. v Dedication Written in honour of my parents Baljit and Hardeep Sanghera and my grandparents Chanan and Nachatter Sanghera. I cannot fathom the sacrifices you made when immigrating to Canada to give your future generations more opportunities. Thank you for instilling the love of learning in me. vi Table of Contents Abstract............................................................................................................................. iii Acknowledgements .......................................................................................................... iv Dedication .......................................................................................................................... v List of Tables .................................................................................................................... ix List of Figures.................................................................................................................... x Introduction ....................................................................................................................... 1 Beginnings: Who Am I? ............................................................................................................ 1 Finding My Way ........................................................................................................................ 1 My Current Context .................................................................................................................. 2 Research Questions ................................................................................................................... 3 Scholarly Significance ............................................................................................................... 4 Literature Review ............................................................................................................. 5 Foundational Understandings of TIPs ..................................................................................... 6 Research-Based Definition of Trauma .................................................................................... 7 Research Perspectives ............................................................................................................. 9 Professional Development ....................................................................................................... 10 Frameworks for Implementation ........................................................................................... 12 Building Relationships .......................................................................................................... 13 Creating Safe Learning Environments .................................................................................. 14 TIPs and Mental Health .......................................................................................................... 15 Evaluation of Literature ......................................................................................................... 16 Theoretical Framework .......................................................................................................... 17 Methodology .................................................................................................................... 18 vii Method ...................................................................................................................................... 18 Bracketing ............................................................................................................................. 19 Data Sources.......................................................................................................................... 21 Data Tools ............................................................................................................................. 22 Data Analyses........................................................................................................................ 22 Strength of Study................................................................................................................... 24 Results .............................................................................................................................. 24 Participant Pro-D Context ...................................................................................................... 24 Emerging Themes .................................................................................................................... 25 Understanding and Awareness (or lack thereof) ................................................................... 27 Personal and Professional Growth ........................................................................................ 29 TIP and Impact on Educators’ Mental Health and Wellness ................................................ 30 Safety and Building Trusting Relationships .......................................................................... 32 Further Pro-D and Implementation ....................................................................................... 32 Summary of Results................................................................................................................. 33 Discussion......................................................................................................................... 33 Research Question One: Effects of Understanding Trauma in the Classroom ................. 33 Research Question Two: Knowledge of Trauma and Teacher Support of Students ........ 34 Research Question Three: Impact of TIPs on Teacher Well-Being .................................... 35 Limitations ............................................................................................................................... 36 Implications and Recommendations ............................................................................. 36 Future Directions ..................................................................................................................... 38 Conclusion ....................................................................................................................... 39 References ........................................................................................................................ 42 viii Appendix A ...................................................................................................................... 46 Appendix B ...................................................................................................................... 47 Appendix C ...................................................................................................................... 48 ix List of Tables i. Table 1 Overview of Literature p. 9 ii. Table 2 Emerging Themes from Coding p. 26 x List of Figures i. Figure 1 Zones of Regulation Odometer p. 20 xi Glossary i. TIP Trauma-informed practices are specific interventions or practices that recognize and respond to the impact of traumatic stress (Halladay et al., 2020). ii. ACE Adverse childhood experiences are stressful or traumatic experiences for children that are predisposing risk factors for emotional and behavioural challenges. iii. ‘Flipping their lid’ When the brain is no longer operating using the prefrontal cortex, and the amygdala is fully engaged into a fight, flight, or freeze mode. A term coined by Daniel Siegal and referenced in Carrington’s (2019) book. iv. SEL Kernels A program developed by Harvard University’s Ecological Approaches to Social Emotional Learning (EASEL) Laboratory. Kernels are specific activities or strategies commonly used by research-based programs to support the growth and development of social and emotional skills and competencies. v. Social Emotional Learning (EASEL) Laboratory Kernels are specific activities or strategies commonly used by research-based programs to support the growth and development of social and emotional skills and competencies. vi. Mind Up A program that teaches children how to regulate their emotions using mindfulness strategies such as breathing techniques. xii Acronyms i. TIPD Trauma-informed professional development ii. NCTSN The National Child Traumatic Stress Network iii. Pro-D Professional development iv. SEL Social-emotional learning v. FASD Fetal alcohol spectrum disorder 1 Introduction Beginnings: Who Am I? When I began thinking about a focus for my research project, I had noticed that many of my inquiry questions were geared towards mental health and leadership. I wondered how leaders could support the mental health of adults and children in their buildings and how leaders could impact student success. I will begin this paper by sharing my beginnings and the pathways I took to arrive at where I am today, and in turn, how this research project came to fruition. I have always known that I wanted to work with children and youth from a very young age. I started my career working as a youth care worker in safe houses and shelters in Prince George, BC. I worked with children and youth under the Ministry of Children and Families’ care, children transitioning between homes, youth living on the streets, and youth considered ‘at risk’. For many of the children and youth that I worked with, supporting their basic needs and mental health was my primary responsibility. I did this work for many years in Prince George before moving to the Lower Mainland. When I moved to Vancouver, I continued my work as a youth care worker for about a year. Unfortunately, it became harder and harder to do this work, and it started to take a toll on my mental health. I witnessed youth abuses and horrific conditions on the streets in Vancouver’s eastside. At times, I was worried about my safety, especially during stressful situations when youth had escalated behaviours and were under the influence of drugs and alcohol. Ultimately, it was the loss of a child who took her own life and one who I cared deeply about that made me choose a different path. Finding My Way 2 While my career path took a turn after that incident, I continued working with children and youth in a variety of different roles and settings over the next sixteen years. I worked as a special education assistant, and a behaviour interventionist, before shifting my practice to teaching. I have worked in enrolling (classrooms) and non-enrolling (specialist) positions for the past eleven years. I have worked as an English Language Teacher and a Learning Services Teacher, supporting our most vulnerable students. Based on my experiences, I have worked with children and adults who have experienced all kinds of trauma. For this paper, trauma is defined as an experience that overwhelms one’s ability to cope. It is a deeply distressing or disturbing experience that can affect the brain and impact learning and behaviour (Carrington, 2019). From experience, I have learned that not many people have a deep understanding of what trauma is and how it can show up in the classroom. My Current Context I am currently employed as an elementary school administrator; I am a vice-principal in my second year. I am also a part-time intermediate classroom teacher. In my role as a school administrator and educator, what I value most is taking care of the students and adults in my charge by doing what I can to help support them. Throughout my career, I have learned that trauma can impact all aspects of a person’s life. From experience, I have learned that behaviour triggered by trauma is displayed in ways that cannot easily be understood and that can be misinterpreted. I have learned that sometimes, students’ behaviours may appear malicious or intentionally directed at an adult, but often times, it is merely that these students cannot control their behaviours. I have observed that many people do not have a foundational understanding of what trauma is and how trauma can impact students and their behaviours in the school setting. During 3 my past two years as a vice principal in a school in British Columbia, I have seen how challenging it can be for staff when disruptive classroom behaviours occur. Challenges with disruptive behaviour are consistent with the literature that suggests disruptive behaviours may be linked to trauma and may result from adverse childhood experiences (ACE) (Carrington, 2019; O’Neill et al., 2010). I have observed how students' disruptive behaviours can impact educators’ mental health and well-being, leading to impatience, frustration, and burnout. Over the past two years, staff have come into the office angry, frustrated, or in tears because they do not know how to support student behaviours. Either that, or they are fed up to the point where they consistently send these students to the office due to the behaviours they display in the classroom. Brunzell et al. (2018) describe how 25% of “teachers want to leave the profession due to problems arising from disruptive students” (p.2). This is a problem in schools because “traumatized children have a very difficult time with modulating their levels of arousal, and might exhibit unregulated flight, fight or freeze reactions. An unaware teacher might infer that the child is defiant (O’Neill et al., 2010, p.2). Research Questions My experiences have led me to focus my research on understanding how traumainformed practices can impact educators’ mental health and well-being within an elementary school setting. I work from a theoretical framework grounded in trauma-informed practice to answer my research question. Trauma-Informed Practices (TIPs) are specific interventions or practices that recognize and respond to the impact of traumatic stress (Halladay et al., 2020). These practices involve “specific interventions that fortify one’s ability to learn strategies for living with trauma” (Banks & Meyer, 2017, p.63). This project’s main objective is to understand 4 the perceptions of wellness as observed by experienced primary teachers who have implemented TIPs within their classrooms. The critical focus questions are: a) how do teachers understand trauma and the effects of trauma in the classroom; b) how does knowledge of trauma change how teachers support students, and c) how can knowledge of TIPs impact teacher well-being? Ethical approval for this study was obtained from the UFV Human Research Ethics Board (see Appendix A). Scholarly Significance The scholarly significance for this study includes the following: 1) This study will inform how districts can support educator mental health and wellness by providing instruction in trauma-informed practices; 2) it is timely given the impacts of the Covid-19 pandemic on educator and student mental health; 3) it bolsters the limited research in trauma-informed education in Canada, and 4) it will support the limited research in studying the correlation between educator mental health and wellness and trauma-informed education. This study will help inform schools and districts on how to move forward with TIP. Whether it is by providing specific Pro-D opportunities in TIP or providing considerations for implementation, this paper will help support the direction of TIP in districts and schools. This research project will also offer scholarly significance by exploring how trauma-informed Pro-D (TIPD) translates into classroom implementation and whether it correlates with educator mental health and well-being. This study is significant because it occurs when both educators' and students' mental health and wellness have been significantly impacted by the Covid-19 pandemic (Akat & Karatas, 2020; Halladay et al., 2020). In the past fifteen months, educators have gone through many iterations of school (face-to-face learning, online learning, blended learning), their 5 teaching practices have had to shift overnight, and they have been asked to pivot or add more to their workload. This is on top of any personal stress that educators may already have (Halladay et al., 2020). This study is essential in a time when stress levels are high in both children and adults (Akat & Karatas, 2020; Halladay et al., 2020). The National Child Traumatic Stress Network (NCTSN) identifies several stressors resulting from the Covid-19. These stressors include grief, loss, fear of danger, fear of safety, compounding pre-existing trauma, increased risk of violence and abuse, isolation, economic hardships, and unmet basic needs (Halladay et al., 2020). There is limited research in understanding the correlation between instruction in TIP and educator well-being. There is also limited research on TIP in Canadian Schools (Record-Lemon & Buchanan, 2017). Despite these limitations, this research can be seen as a first step towards integrating two lines of research: TIP, and educator mental health and well-being. The results of this study will foster more research in the area of mental health and wellness of educators. This study can also inform school leaders on the potential impacts of providing TIPD on educator health and wellness and serve as a guide regarding how TIPD could be delivered at the school or district level. Finally, this study will contribute to a growing body of research in both areas to understand whether there is a correlation between TIPD, implementation, and educator mental health and wellness. Literature Review To better understand if TIP could impact educator mental health and well-being, I will begin this section by reiterating the importance of my current context and why I chose to research TIP and educator mental health and wellness. I will discuss the readings that inspired my research study, share the prominent areas that emerged, and how they connect to the 6 literature. After examining the key areas from the literature, I will then explore how TIP can impact educators' mental health and well-being. Lastly, I will evaluate the literature and summarize the theoretical framework I used to develop my interview questions. Foundational Understandings of TIPs A global pandemic, racialized violence, and social justice inequities are at the forefront of 2021. With these issues at the forefront, mental health concerns and their toll on adults and students within a school context are highly concerning (Akat & Karatas, 2020; Halladay et al., 2020). I hope that building capacity around TIP will not only support students but that it will also support educators' mental health and well-being. TIPs are defined as “models of care and support provision that consider the prevalence of childhood trauma and its subsequent impacts on development, learning, and well-being” (Record-Lemon & Buchanan, 2017, p. 288). My research inquiry was inspired by books written by Carrington (2019), a child psychologist; Shanker (2020), a professor and founder of the self-regulation institute; and Souers and Hall (2016), licensed mental health therapists. These authors discuss the importance of supporting children who have been impacted by trauma and supporting the adults who care for them. There was a focus on the brain’s inner workings, understanding human behaviour, the positive impact of building and fostering relationships, encouraging self-awareness, and building teacher capacity. Carrington (2019) begins her book Kids These Days, by explaining that “we must first look after our fellow educators and our emotional dysregulation before we can be in the right frame of mind to do that for our children” (p.xvi). Carrington’s (2019) work is embedded in the foundation that relationships come first and that human beings are “wired for connection” (p.2). In their book Fostering Resilient Learners, Souers and Hall (2016) provide educators with a framework for understanding trauma through self-awareness, relationships, 7 belief, and wellness. Shanker (2020) introduces his book by explaining that self-regulation is grounded in “relationships at both the neurobiological and psychological level” (p. xviii). Interestingly, there are significant commonalities in the organization of these texts. These authors began by explaining the brain’s inner workings and the significance of understanding trauma and its impacts on human behaviour. Explaining the brain’s inner workings was followed by the positive impact of building and fostering relationships, and finally, the importance of self-awareness and developing an understanding of personal triggers (Carrington, 2019; Shanker 2020; Souers & Hall, 2016). Using these ideas as a baseline for my research project, I wanted to further explore the pedagogical underpinnings of TIP, the impacts of student behaviour on educator mental health, and the impacts of implementing TIP alongside a social-emotional program. The following section will discuss the common lines of research that emerged from studies in TIP. Research-Based Definition of Trauma A review of the literature provides the following understanding of trauma. Trauma emerges from adverse childhood experiences, which stem from potentially traumatic events that children are exposed to. These experiences can have a “lifelong impact” Felitti et al. (1998; as cited in Blodgett & Lanigan, 2018, p.137). Both Carrington (2019) and Souers and Hall (2016) refer to Felitti et al.’s (1998) data, which first uncovered adverse childhood experiences and how they impacted adults. Carrington (2019) provides examples of adverse childhood experiences, which include abuse (physical, emotional, or sexual); neglect (physical, or emotional); and household dysfunctions (growing up with someone who has a mental illness, growing up with someone who experiences substance abuse, having an incarcerated relative, witnessing a mother being treated violently, divorced parents). Studies reported that “up to 40% of students have been 8 exposed to adverse childhood experiences that compromise a student’s healthy stress response” (Brunzell et al., 2019, p. 600). These statistics referred to data obtained from the National Traumatic Stress Network (Blodgett & Lanigan 2018; Brunzell et al., 2018; Brunzell et al., 2019; Honsinger & Brown, 2019). It is important to be aware of the many potentially disruptive behaviours that emerge from traumatic experiences. Trauma can significantly impact the development and functioning of a child’s brain (Banks & Meyer, 2017; Carrington, 2019; O’Neill et al., 2010; Shanker, 2020; Souers & Hall, 2016). “Cognitive, affective, behavioural, physiological, relational and selfattribution domains may be affected” (’O’Neill et al., 2010). Banks and Meyer (2017) also explained how childhood trauma could impact the brain’s prefrontal cortex, the part of the brain used for speech. Alternatively, sometimes when a child is impacted by trauma, they will present behaviours that appear to be defiant. However, these behaviours are merely the brain’s way of coping with trauma. As Shanker (2020) explains, “the brain’s first major function (and a lifelong one at that): [is] to manage stressors, internal as well as external” (p.4). Some examples of behaviours displayed by children affected by trauma include poor social skills, aggressive behaviour, fear, anxiety, concentration difficulties, disruption, avoidance, disengagement, and disinterest in activities (Alisic, 2012; Brunzell et al., 2018; Honsinger & Brown, 2019). “The Trauma and Learning Policy initiative identified four trauma-impacted domains which include self-regulation, physical functioning, relationships and academics” (Blodgett & Lanigan, 2018, p.144). These studies show the significant impacts that trauma can have on the brain, and in turn on a child’s behaviour. This next section will discuss readings that were the springboard for my research inquiry. 9 Research Perspectives I will begin by providing an overview of the studies that were discussed as part of the literature review. Table 1 demonstrates the common lines of research that emerged. Table 1 Overview of Literature Study Pro-D Frameworks for Implementation Strategies for classroom management TIPs and Mental Health Bax et al. (2021) Half-day in-person training on TIP Full day in person Mind Up training in the fall Full day extension training in the Spring Trauma-informed education Mindfulness SEL program (Mind UP) Strategies focusing on: SEL practicing gratitude and kindness reflective practices for wellness, and self-awareness to prevent vicarious traumatization Brunzell et al. (2019) Workshop format Collaboration Appreciative inquiry participatory action research Ongoing Pro-D each term new TIP domain taught (4 terms) First mtg each term teachers were exposed to literature, and given workshop time to discuss and collaborate through cycles of discovery Nurturing classroom relationships Attachment moves in: - self regulation -co-regulation Safe learning environments Increasing psychological resources for well-being Growth,/development (social emotional skills) Trauma-Informed Education Reflective practice O’Neill et al. (2010) Training-presentation Rebuilding or building of safe relational systems Identifying behaviours of trauma Honsinger & Brown (2019) Training-presentation Safe environments Structured and predictable routines Relationships Self-regulation Four “Rs” of Understanding trauma: Realizing the impact of trauma Recognizing the signs and symptoms of trauma Responding-using a trauma sensitive lens Resisting retraumatization Blodgett & Lanigan (2018) Pro-D workshops Responding to a child’s ACE profile Teacher EducationUnderstanding ACE profile 10 Table 1 Continued Study Pro-D Jennings (2016) Comprehensive Didactic, experiential, interactive learning processes 30 hours 5 in person training days (6 hours each) First two training days backto-back, two in subsequent months with breaks in between to practice reflection and application 3 facilitators (qualified minimum of Master’s degree in education or psychology) Alisic et al. (2012) - Frameworks for Implementation Mindful practices Compassion-building activities TIPs and Mental Health Teacher development in managing stress Emotion skills training Mindfulness, reflective practices Teachers social and emotional competence Awareness Resilience Relationships Safety Sense of belonging Trust Class routines with consistency, predictability, organization, and structure Facilitating coping Referral process Teacher well-being Self-care Teacher Education-trauma focused training Physiological changes in the brain Recognizing maladaptive and adaptive behaviours Souers & Hall (2016) - Self-Awareness Relationship Belief Live, Love, Laugh (selfcare, wellness) Teacher Education Understanding trauma Understanding ACE Banks & Meyer (2017) Continuous training over several semesters Supports for implementation, Feedback Self-reflection Relationships Resiliency Teacher education in TIPs Understanding traumatic stress responses Understanding ACE Educator self-reflection The three columns align with the ideas I have drawn from the research and that I will be exploring in my paper, which include Pro-D, frameworks for implementation, and TIPs and Mental Health. Professional Development The literature reviewed suggested several different approaches to TIPD. While some of the literature offered an in-depth discussion of Pro-D implementation (Banks & Meyer, 2017; 11 Bax et al., 2021; Brunzell et al., 2019; Jennings, 2016), other studies mentioned the importance of Pro-D, however, did not provide details on how Pro-D should be implemented (Alisic et al., 2012; Blodgett & Lanigan, 2018; Honsinger & Brown, 2019; O’Neill et al., 2010; Souers & Hall, 2016). The following section describes implementation of TIPD in greater detail. The following studies describe TIPD opportunities that provide additional supports to participants in TIPD. Bax et al. (2021) recommended Pro-D in TIPs which included a half day of in person training on TIPs, alongside two full days of in person training of a mindfulness based social emotional program called MindUP. The two MindUp training sessions took place at different times, one being offered in the Fall and the other being offered in the Spring. Results from this study showed that training “impacted educator’s knowledge of trauma and adversity and led to meaningful changes in how educators viewed student behavior and their own responses to stress behaviour” (Bax et al., 2021, p.66). Results from this study also showed “significant decreases in emotional exhaustion” (Bax et al., 2021, p.55). Brunzell et al. (2019) discussed using a workshop format for TIPD. This format used a collaborative model which provided opportunities for inquiry, ongoing Pro-D, and action research. This model allowed for participants to learn new strategies based upon literature at the beginning of each term. The initial Pro-D took the form of a workshop, providing time for participants to discuss and collaborate with colleagues. Following the workshops, participants were given time to practice the strategies over the course of a term. At the end of each term, participants had a follow up session to collaborate through cycles of discovery in which participants could provide feedback and collaborate on strategies that were implemented. Results from this study described how teachers “felt more empowered as professionals to meet the complex developmental need of students arising from trauma” (Brunzell et al., 2019, p. 612). Jennings (2016) described the 12 importance of educator Pro-D using a comprehensive, didactic, experiential, and interactive learning process. Pro-D was facilitated by three instructors qualified with a Master’s degree in either education or psychology. Participants of this Pro-D received a workbook, along with three personalized coaching calls. These calls were used to support participant development. This process took a total of 30 hours to complete and included five training days which were a total of six hours each. The first two training sessions were on consecutive days, while subsequent training sessions were in the months to follow. The break between the sessions allowed participants to practice application and reflect on practices. Findings indicated that this format for Pro-D was effective in “promoting teachers’ social and emotional competence and increasing the quality of their classroom interactions” (Jennings, 2016, p. 1010). Findings from these studies suggest that continuous Pro-D training with supports for implementation, feedback, and self-reflection can be effective in supporting educators. The more exposure educators have in TIPs, and the more opportunities educators have to collaborate and receive feedback for questions or concerns that arise, the more effective they become with implementation and application in the classroom (Banks & Meyer, 2017). The literature reviewed in this section describes models of TIPD that provide multiple opportunities for educators to implement what they learned in TIPD and apply it to their practice. This kind of Pro-D allowed educators the ability to synthesize their learning and receive additional supports where needed. Frameworks for Implementation A few common approaches emerged when exploring the question of how TIPD changed practices in the classroom. These included a deeper understanding and value for building relationships between educators and students, and an understanding of the importance of creating 13 safe learning environments. The following sections summarize the common approaches that emerged from the implementation of TIPs. Building Relationships The importance of developing relationships with students cannot be understated. There are various types of relationships in a school setting. As Leadbeater (2008) states: “The central element in promoting learning, therefore, is promoting relationships-teacher-pupil relationships; peer-to-peer relationships; and children’s relationships with siblings, mentors, and role models” (Leadbeater, 2008, para.4). It is important to note that the positive effect of relationships extends well beyond improving student academic achievement. In response to the question of how TIPD changed relationships with students, the literature shows that relationships between educators and students are foundational in implementation of TIPs (Banks & Meyer, 2017; Brunzell et al., 2019; Honsinger & Brown, 2019; O’Neill et al., 2010; Souers & Hall, 2016). Students require trusting relationships and attachment to at least one caring adult in order to be successful (O’Neill et al., 2010). A meaningful connection to just one adult in school has the power to protect a child from the negative effects of trauma. Brunzell et al. (2019) suggest using attachment moves for self-regulation and co-regulation to connect with students. Relationships can be built by facilitating attachment through “unconditional positive regard, wherein the student feels valued regardless of their behaviour, cognitions, or affect in the classroom” (Brunzell et al., 2019, p.614). Building relationships also includes using connection strategies to plan moments with students to connect with them on a personal level. The following section will discuss how safe learning environments can help counteract the impact of trauma. 14 Creating Safe Learning Environments The literature shows that trusting relationships, predictable and structured classroom routines, and teaching regulation strategies are important for the development of safe learning environments (Honsinger & Brown, 2019). A safe environment is critical for students who are experiencing trauma (Honsinger & Brown, 2019; O’Neill et al., 2010). Having predictable and structured classroom routines, with strong classroom management helps support students who do not feel safe in the classroom (Alisic et al., 2012; Bax et al., 2021; Brunzell et al., 2019; Honsinger & Brown, 2019). When students feel safe, they can manage their emotions, and use coping strategies to regulate their behaviour (Honsinger & Brown, 2019). However, when a student is scared, feels threatened, or does not feel safe, a stress response is activated in the brain (Alisic et al., 2012). This stress response is a physiological change in the brain that is conditioned to respond to fear and stress. This stress response increases cortisol levels and adrenaline, and prepares the body for a fight, flight or freeze response. By using “attachment moves” (Brunzell et al., 2019, p.614) such as self-regulation and co-regulation to de-escalate student behaviour, educators can help support students and bring them back to a regulated state. Providing a sense of belonging, consistency, predictability, organization, and structure in the classroom, can help students regulate their emotions, feel safe, and be ready to learn (Alisic et al., 2012). The literature suggests that when children feel safe, have a sense of belonging, and have developed trusting relationships with adults, they can adapt and overcome adversity (Alisic et al., 2012; Brunzell et al., 2019; Honsinger & Brown, 2019; O’Neill et al., 2010). Based on the literature reviewed, current research suggests training teachers in TIPs can have a strong positive impact on student behaviour (Alisic et al., 2012; Banks & Meyer, 2017; Blodgett & Lanigan, 2019; Brunzell et al., 2019; Honsinger & Brown, 2019; Jennings, 2016; 15 O’Neill et al., 2010; Souers & Hall, 2016). The major components and common approaches that emerged from these studies solidify the importance of the following: understanding trauma and the behaviour sometimes associated with it; building teacher capacity; and the importance of implementing nurturing relationships and establishing safe learning environments. These findings are similarly surfaced in the work of Carrington (2019), Shanker, (2020), and Souers and Hall (2016). TIPs and Mental Health Studies cited that teacher well-being was linked to a teacher’s feeling a sense of purpose, while burnout often came from a place of frustration, loss of control, and feelings of failure (Bax et al., 2021; Collie et al., 2015; Jennings, 2016). Teachers can be negatively affected by their student’s trauma which is called vicarious trauma (Brunzell et al., 2018). The study done by Brunzell et al. (2018) described how “workers with trauma-affected children have reported high levels of emotional exhaustion, depersonalization, and burnout” (p.118). These studies show the importance of understanding how trauma can impact educators. It also shows the significance of empowering educators with the knowledge of trauma, and how trauma can impact student behaviour. A few studies expressed the value of mindfulness and reflective practices (Bax et al., 2021; Banks & Meyer, 2017; Jennings, 2016). The literature indicates that when there is a “high prevalence of childhood trauma and adversity, coupled with the lack of trauma-informed training available to teachers, supporting adversity-affected students can be a source of amplified teacher stress (Bax et al., 2021, p.56). This Canadian study researched the impact of providing training in both TIP and the MindUP program (Bax et al., 2021, p.56). This research investigated the benefits of implementing both TIPs and SEL practices in classrooms by trained educators as compared to educators who did not participate in either form of training (Bax et al., 2021). 16 Results from this study showed that “educators in the intervention group reported significant decreases in emotional exhaustion, and significant improvements in the reactions subscale and the overall scores on the ARTIC [Attitudes Related to Trauma-Informed Care] scale” (Bax et al., 2021, p. 67). The study also found “improvements in self-efficacy and personal accomplishment by those educators who implemented MindUP for two consecutive years” (Bax et al., 2021, p. 68). Evaluation of Literature A gap or area of focus where more research is needed to extend the scholarship is within the scope of TIPs in Canadian schools (Akat & Karatas, 2020). When searching for literature regarding TIPs within schools in Canada, I found it challenging – particularly when searching for studies on TIPs in elementary school settings. Much of the literature found was in American studies (Alisic, 2012; Alisic et al., 2012; Banks & Meyer, 2017; Brown et al., 2015; Blodgett & Lanigan, 2018; Brunzell et al., 2018; Brunzell et al., 2019; Honsinger & Brown, 2019). I expected to find Canadian research studies related to TIPs, given Canada’s history of Residential schools and the impacts of intergenerational trauma, which is the transmission of trauma from one generation to the next (O’Neill et al., 2016). I also expected to find further research given Canada’s high intake of refugees and children from war-torn countries (Tweedie et al., 2017). I also found it remarkable that, given trauma is “prevalent in childhood” (Alisic, 2012, p. 51), I did not find more research regarding how ACE indicators could support TIPs in Canadian schools. Research in this area could lead to understanding about how schools could use their resources to proactively support students with early ACE indicators. For example, schools have quick access to student information such as family demographics through computer applications and student files. School teams also can discuss a student’s academic, behaviour, and social 17 emotional needs when concerns arise through school-based team meetings. Finally, schools work closely with community supports, and often learn information regarding a child’s welfare and additional supports required for the child at school. This information provides schools with many early ACE indicators. Given access to this type of information, it surprises me that I was unable to find more research in how schools use ACE indicators to implement TIPs in elementary schools. Additionally, I was unable to find Canadian research on how using TIPs can impact educator mental health and educator wellness. While I wanted to focus my literature review using research in Canadian schools, I discovered that finding Canadian content was limited. It would be significant to understand what systemic challenges are faced by Canadian educators when supporting students with trauma backgrounds. I would have liked to explore Canadian research in this area, to understand what types of trauma-informed approaches are used in Canadian schools to support educator mental health and wellness, and how these approaches could impact Canadian teachers in these areas. Theoretical Framework The theoretical framework that I used to develop my interview questions was based on a trauma-informed framework provided by Soeurs and Hall (2016). I chose this framework as Souers and Hall (2016) identify the importance of educator mental health and wellness as one of the key pieces in establishing a trauma-informed learning environment. Carrington (2019) and Shanker (2020) support this approach. This framework suggests four big ideas in understanding trauma. These big ideas are organized around the educator’s self-awareness, relationships with students, personal beliefs, and wellness. When examining self-awareness, Souers and Hall (2016) ask what assumptions, thoughts, and fears drive educator actions. In discussing 18 relationships, they ask the educator to consider the importance of fostering strong interpersonal relationships. While reviewing beliefs, Souers and Hall ask educators to consider what they believe about children who have experienced or are experiencing trauma. Finally, when examining wellness, Souers and Hall (2016) ask educators to not only self-acknowledge, recognize, and validate their own feelings, but also practice self-care through exercise, self-love, trying new things, and practicing gratitude. The big ideas complement each other and align with my philosophy regarding the best possible way to support students when dealing with trauma, which is by ensuring that the adults are also supported. This philosophy is the result of my previous experiences working with students in a variety of roles and based on current literature (Carrington, 2019; Shanker, 2020; Souers & Hall, 2016). I am interested in understanding participants’ ontological perspectives on the effectiveness of using TIPs in their classrooms and how it impacts their mental health and wellbeing. I later discuss my epistemological assumptions concerning this research project, which is the belief that by providing educators with Pro-D and resources in TIPs, we can inadvertently support educators’ mental health and well-being. Methodology Method The methodology for my research project represented in this paper is transcendental phenomenology (Creswell & Poth, 2017). Transcendental phenomenology is a process that investigates and makes meaning of participants’ experiences (Moustakas, 1995). This process begins with bracketing or epoche in which I disclose my own experiences and assumptions around TIP. I then explore the phenomenon with an open mind to acquire new knowledge. I 19 investigated the lived experiences of educators who had participated in TIPD training and had applied their Pro-D into their practice. I was interested in the phenomenon of how implementing TIPs in the classroom could impact teacher well-being. The constructivist paradigm was used for this research project to understand participants’ reflections better, and their lived experiences. Bracketing To ensure that I monitored my own bias, I bracketed myself out of the study, “a process by which the researcher identifies and sets aside any personal experience with the phenomena under study” (Creswell & Poth, 2017, p.78). I ensured the validity of my research and addressed bias by bracketing and by having a second reader review and check for any subjectivity that may have transpired from my research. As an educator and administrator, I also must monitor and pay attention to my personal biases and my personal beliefs as I believe that TIPs are essential in supporting staff and students. As a classroom teacher, I have participated in TIPD and have implemented TIPs within my classroom. Understanding how trauma can impact behaviour has armed me with the knowledge that building solid relationships with students must come before I can begin to teach them. For this reason, I spend a lot of time getting to know my students to understand their behaviours. I have practices in place within my classroom to ensure that students feel safe. For example, I have a designated space in my classroom for students to take a break when they need one, and space for students to work independently; I provide flexible seating arrangements and options for students to work in different classroom areas and the hallways; I provide voice and choice for students to choose how they learn the material; and I begin each day with a short social-emotional learning (SEL) block. We practice a social-emotional learning strategy using 20 the SEL Kernels Program during this block (Bailey et al., 2020). The SEL Kernels program uses specific activities or strategies called ‘kernels,’ that support the growth and development of social-emotional skills and competencies. These kernels include various activities such as games, routines, and storytelling (Bailey et al., 2020). The kernels focus on student cognitive skills, emotional skills, interpersonal skills, character skills, and mindset skills. The day also begins with students sharing which zone they are in by using a visual odometer (Figure 1). Figure 1 Zones of Regulation Odometer The visual odometer shows me how students feel and allows me to be aware of which students require additional support throughout the day. The practice of identifying zones comes from the Zones of Regulation program (Kuypers, 2011). The Zones of Regulation program provides students with a common language and a compassionate framework to support positive mental health and skill development This program teaches emotional regulation by drawing attention to one’s feelings and states of alertness. The zones are divided into four colored areas. The Zones of Regulation program serves as an inclusive strategy for neurodiverse learners, and for people who have experienced trauma and have specific needs in terms of social, emotional, and behavioral development (Kuypers, 2011). The zones of regulation allow me to better 21 understand how a student’s day may go. During our social-emotional learning block, students are reminded of strategies that they can use when they are struggling socially or emotionally or when they are struggling with classroom tasks. I try my best to be mindful when I notice that a student is having a hard day. On days when words and strategies do not work, and a student is ‘flipping their lid’, (Carrington, 2019, p.40), I understand the importance of providing time, space, and grace to allow a student to regulate or co-regulate if needed. By bracketing, I have set aside my personal bias and views (Creswell & Poth, 2017). I have done this by sharing my own experiences with children who have experienced trauma in the introduction of this paper. I have also shared my experiences with TIP in the classroom within this section of the paper. To manage my bias, I have also kept a reflective journal and have shared my initial assumptions of interviews with my supervisor. By keeping a journal and taking notes, I was aware of any interpretations that reflected my personal beliefs versus my participants’ beliefs. Data Sources Three participants were recruited and interviewed for this project. The participants recruited were a purposeful sample and homogenous group of educators from a small rural school district in British Columbia. To protect participants’ confidentiality, I used pseudonyms in place of participant names. Due to the importance of having a purposeful sample of participants that had completed TIPD, participants were recruited with the support of the school district’s Professional Development (Pro-D) chairperson. I provided the school district’s Pro-D chairperson with recruitment information through email. She then reached out to potential participants through word of mouth and email in order to recruit participants. The approximate amount of time required by participants was up to 2.5 22 hours. Participants were sent informed consent documents before participating in the interview. Upon receiving the informed consent documents, I scheduled interviews with participants and provided the interview questions for their review. I gathered qualitative data on participants’ lived experiences of implementing TIPs in their classrooms through the interview process. Due to Covid-19 and public health orders, data gathering took place virtually through Google Meetings. Data Tools I used one-to-one semi-structured interview protocols as a part of my narrative data collection tool. These interview questions were organized around Pro-D, TIPs in the classroom, and participants’ perceptions of wellness. Before the interview, participants received an informational email outlining the research project in detail. The email provided participants with a timeline, consent forms, and interview questions. Having the interview questions in advance provided participants with an opportunity to read, review, and process the questions. By ensuring transparency and providing the interview questions in advance, I hoped to build trust with participants. For recording and transcribing the interview, I used Otter, an online application. I asked participants guided open-ended questions during the interview (see Appendix B) in order to gain a deeper understanding of participant experiences of using TIPs in the classroom. I built confidence with participants by allowing them to opt-out of answering any questions that made them uncomfortable, and the option for withdrawal was available to them up until the point that the information anonymized. Data Analyses Following the interviews, I downloaded the recorded audio and transcribed interviews from the Otter application to Microsoft Word. Once I downloaded the interviews, I then deleted 23 them from the application. I reviewed the Otter application transcripts for any misinterpretations and errors. I also listened to the audio files to ensure that transcripts matched the audio recordings. I made edits and revisions to parts of the transcripts that had errors. After the interview, listening to the transcripts provided me with a deeper understanding and awareness of participant tone and voices in the questions asked. To ensure transparency, participants had an opportunity to complete a member check of the completed transcript for feedback and approval (Miles et al., 2014). Once the interviews were transcribed and participants completed a member check of the interview transcript, I began by doing an initial read-through of all the transcripts. I wrote down my initial thoughts in a word document to bracket my assumptions. I analyzed and interpreted the information collected to understand participants’ experiences. I printed the transcripts and highlighted participant thoughts and experiences. Through the horizontalization of information, in which each statement is treated with equal value, I completed data analysis and generated themes (Creswell & Poth, 2017). I notated thoughts and concepts that emerged using “in vivo” coding. In other words, I coded by using words provided by the participants. Coding helped me understand the phenomena experienced by participants. I developed clusters of meaning from the codes to look for common themes that emerged. I took field notes and reviewed interviews for common themes. I created a table in Excel, in which I was able to view significant themes, and outliers. I summarized my participants’ experiences to understand how TIPs in the classroom may or may not have impacted educator wellness. The raw data were anonymized, and I used pseudonyms to replace participant names. Once I completed analyzing and summarizing the data, participants had another opportunity to read and review the final report. 24 Strength of Study To ensure the strength of my study, I used a triple crises method which is the process of legitimizing, representing, and praxis (Miles et al., 2014). To legitimize my research, I have provided direct quotes from participants to support themes and codes. To ensure my participants’ representation, I asked open-ended questions in the interview process. For example, I asked participants to define TIP in their own words. By asking open-ended questions, I represented participants as their most authentic selves. I have also provided interview questions in Appendix B of this research project to ensure legitimacy. Finally, my research results developed praxis by providing a platform for encouraging and developing greater opportunities for TIPD and the importance of providing additional supports and resources for educators who have taken TIPD training. Results Participant Pro-D Context To provide context on the research question of how teachers understand trauma and the effects of trauma in the classroom, I asked participants about their Pro-D in TIPs. It is important to note that all three participants interviewed for this research project attended the same two-day Pro-D opportunity in TIP. The first participant, ‘Amanda’, is the Pro-D chairperson of her school district and had supported bringing TIP Pro-D training to her district. I interviewed Amanda specifically to learn how TIPD opportunities were provided to educators in her district along with her insight into TIPD, and participant feedback. The other two participants, ‘Rebecca’ and ‘Ryan’ had completed TIPD and had experience implementing TIPs in their classrooms. When I asked Amanda why she chose to offer TIPD to her district for summer Pro-D, she shared that it was after an educator had requested a need for additional development in this area: 25 “Usually I go by referral of what people feel that they need,” she replied (I1, P1). She shared how they had offered one session in TIP, and afterward, a staff member had requested to have another session organized. It was felt that more Pro-D would be beneficial for staff to better understand and empathize with students who came from high trauma homes (I1, P1). Amanda went on to organize the session for the entire district. The district offered two sessions in the summer, facilitated by two different presenters, Seanae Quressette and Kim Heatherington, with approximately 70 educators in attendance (I1, P1). Amanda discussed how Seanae covered theory and topics of “what causes trauma, the impact of trauma on the body and mind, the ways trauma impacts the processes of decision making, places to learn more about trauma, the definition of TIP, guiding principles for trauma-informed care, and introducing the concept of dosing, so whether you start doing medications” (I1, P1). Kim facilitated how to “transfer information to actual use in the classroom” (I1, P1). Kim’s “expertise was how trauma or toxic stress impacts brain development functions. So, she delved a lot deeper beyond core concepts regarding brain development and how this links to self-regulation and behaviour management in kids in the classroom” (I1, P1). In the Pro-D facilitated by Kim, she had explained to participants that “having a basic understanding on the core story of brain development, helps make sense of why some children may struggle in some areas and benefit from a different approach to support their learning” (I1, P1). Knowing that all three participants attended the same two-day TIPD provides a consistent baseline for two of the three focus questions which are: a) how do teachers understand trauma and the effects of trauma in the classroom; b) how does knowledge of trauma change how teachers support students, c) how can knowledge of TIPs impact teacher well-being? Emerging Themes 26 After reviewing the interview transcripts of participant experiences of attending TIPD, several themes emerged from coding the transcripts. These themes, along with the number of times they were referred to include:      Understanding (19) and Awareness (2)  deeper understanding (10) and lack of understanding (9) Personal and professional growth (13) The Positive and Negative impacts of TIP on Educators (17)  Negative Impacts (10)  Positive Impacts-Personal Wellness (7) Safety (6) and Trusting Relationships (11) Further Pro-D and application of training (4) Table 2 shows the themes that emerged from coding the transcripts. Table 2 Emerging Themes From Coding Emerging Themes From Coding 21 Understanding and Awareness 19 Deeper Understanding and Lack of Understanding 13 Themes Personal and Professional Growth 17 The Positive and Negative Impacts of TIP on Educators 10 Negative Impacts 7 Positive Impacts- Personal Wellness 17 Safety and Trusting Relationships 4 Further Pro-D and Application of Training 0 5 10 15 Number of Times Referred 20 25 Once I extracted the initial codes, I then categorized these codes and found that five key themes emerged. The five themes that I will be discussing include: 1) Understanding and awareness (or lack thereof); 2) Personal and professional growth; 3) TIP and impact on 27 educators’ mental health and wellness; 4) Safety and building trusting relationships; and 5) Further Pro-D and implementation. Understanding and Awareness (or lack thereof) All three participants suggested that educators were able to develop an understanding and awareness of the impacts of trauma on student behaviour, as a result of attending the summer Pro-D. Amanda’s perspective on how attendees received the information following the Pro-D session suggests that attendees overall gained a deeper understanding and recognition of the signs and behaviors associated with traumatic behavior in the classroom (11, P1). Amanda shared how the session was informative, giving attendees a stronger understanding into student behaviour and responses to trauma. Rebecca shared how she encountered trauma in her personal life. She shared that, given her background of trauma, she has always been aware that many students “have faced trauma” (I3, P3). She shared that “Pro-D training was good in sort of labeling things” and in giving her permission in the school environment to advocate for her students (I3, P3). It allowed her to “delve deeper into helping create that safe space for children,” allowing her permission and justification to do so in the school environment (I3, P3). Ryan shared how after attending the Pro-D, he really began to understand how important relationships were: “If you don’t have a good relationship with the kids, especially kids who are dealing with trauma, you can’t even start to teach them numbers” (I2, P2). “There can be no desire for power on my part,” he said, “because for so many traumatized kids, their desire for power is sprung from a want or desire of control because their life has been so out of control” (I2, P2). Understanding trauma is an important aspect of how teachers support students. By understanding that disruptive behaviours can be related to trauma, and that they are a physiological response 28 rather than a controlled one, educators can take a different approach to how they deal with those behaviour. Educators can support students from a place of understanding as opposed to a place of discipline. This being said, Amanda voiced that not all attendees shared the same sentiments in understanding trauma. Some attendees shared with Amanda that they could not relate to trauma experiences. Amanda shared that a few attendees did not know how to support students when they were unaware of what their students were experiencing (I1, P1). The implications of attendees not being able to connect with students or understand trauma can be frustrating for the teacher and devastating for the student. With a lack of understanding, educators will face challenges in the classroom. Not only are the students’ needs not being met, but the educator will also face challenges. When a child with a trauma background is not regulated and does not have the tools or supports to co-regulate, it can cause significant problems in the classroom. This is important to note, as this leads to the question of what can be done to better support educators, and how can TIPD be improved. Rebecca had similar concerns after observing educators in her building. She felt that although many of the staff members in her school participated in the training, she did not necessarily see it playing out in their behaviour as much as she would have liked (I3, P3). “My theory on that is some people just don’t get it,” Rebecca stated (I3, P3). “I think I just have a feeling like if you haven’t personally come from trauma, it may be harder to recognize and maybe empathize with or be willing to just put in that extra effort to kind of realize this behaviour…maybe the majority of people that are teachers haven’t experienced a lot of trauma in their lives. And it’s just maybe harder for them to understand” (I3, P3). Rebecca also shared her concerns about the continued lack of understanding on how to apply what educators learned 29 about TIP into their classrooms. She shared that while she had a strong understanding of the impacts of trauma on students in the classroom, she understands that it can be challenging for her colleagues: Teachers are overwhelmed with a million other things, and when you’re in a classroom, and you’ve got a child who’s chronically misbehaving, and disrupting all the other students and your ability to teach, it is very difficult to still nurture and have that relationship with a child, but they need more of that (I3, P3) The participants responses suggest that TIPD can help teachers understand trauma in a way that would support students, but that current Pro-D offerings may not be sufficient to provide educators with tools to implement what they learn from TIPD into their daily practice effectively. Personal and Professional Growth This major theme emerged in response to the research question that asked how knowledge of trauma does or does not change how teachers support students. Participants shared areas of personal and professional growth in their practice after taking TIPD. Ryan has been in education for 35 years. He shared that taking Pro-D training transformed his practice: “my teaching style has really changed” (I2, P2). When it came to supporting challenging behaviours in his class, he shared that he “handled it way differently.” Initially, Ryan’s approach to challenging behaviours led to confrontations and admittedly raising his voice at a student: I raised my voice at a kid, and his name was *Johnny (pseudonym). And when I finished my diatribe against him, there was no reaction. I looked at him and thought, he’s not going to change his behaviour because of what I said. And then I thought, he probably got shouted at all the time at home. And then I looked at him, and there was no effect on him from me raising my voice. But then I looked at a girl that was sitting right behind him. And she was like, I think she was traumatized by me raising my voice, and it didn’t affect the kid that I was raising my voice at, but it really affected this kid behind him (I2, P2) 30 Ryan shared how his approach has shifted, and how he went from raising his voice at students to a more non-confrontational approach to dealing with unwelcome classroom behaviours. Ryan shared how he had a student who purposely ripped up his assignment into tiny little pieces to show that he was not going to complete his homework. Ryan decided not to engage in a power struggle, and instead talked to the student and then gave the student space. “I approached him way differently than I would have before,” he said (I2, P2). Not only had his teaching practice changed, but Ryan also shared how his relationships with students as well as parents have changed: “It’s just calmer” (I2, P2), he stated. He shared how his reaction to negative student behaviour changed from ‘punishment’ to ‘consequences,’ and from yelling at students to engaging in dialogue. “I think about consequences and being thoughtful of what your actions are if you can, and what are the consequences are going to be” he shared (I2, P2). Rebecca is currently a Learning Assistance teacher working with students in Special Education. She shared how the TIPD supported her growth both personally and professionally: “I feel like that’s been growth for me,” she said. “Like I have to deal with this” (I3, P3). For Rebecca, taking the Pro-D gave her confidence to advocate for her students. “It just allows me to feel more confident,” said Rebecca (I3, P3). She shared how the knowledge she had, allowed her to stand up for children when explaining to teachers what students might need (I3, P3). For both of these educators, engaging with TIPD seemed to support significant personal and professional growth. TIP and Impact on Educators’ Mental Health and Wellness How can knowledge of TIPs impact teacher well-being? When asked how TIP impacted his well-being, Ryan shared that “educational research really seems to bear out that TIPs [are] best for kids…whatever is best for kids, the practice of that for me is very meaningful 31 professionally” (I2, P2). He expressed that knowing that he was “doing the right thing” and “doing what the evidence suggests, it’s very freeing” (I2, P2). Ryan also implied that doing the training also had him seeking more education in related issues: “what other education research do I need to know about, like knowing about TIPs led our staff to investigate further Fetal Alcohol Syndrome [FASD]” (I2, P2). It is important to note that not all feedback was positive when it came to understanding and implementing TIPs. TIPD can also negatively impact educator well-being. Amanda shared how “after the first day, we had three or four participants that didn’t come back. They were at the point in their lives facing a lot of trauma themselves, and they just felt that it brought back some painful memories, and a lot of things to the surface” (I1, P1). Rebecca shared similar sentiments when she was asked about the impact understanding trauma had on her, she said, “It affects me very deeply. It makes me reflect on things that I’ve gone through as a child, my own personal trauma, and makes me want to help that child more. It makes me chronically, think about them all the time. It weighs extremely heavily on me” (I3, P3, p.2). She expressed how understanding trauma “is one of the reasons why [she] asked to be taken out of special education and put into learning assistance… I’d rather not be in that position where it’s like every child on my caseload has trauma. And that sounds selfish but, like, it’s not necessarily what I signed up for when I was going into education” (I3, P3). She shared how it felt for her: “It’s very, very emotional,” she said. “Tt affects me deeply” (I3, P3). Ryan also expressed how having a deeper understanding of trauma had impacts on his mental health. “TIP does tax the person who is practicing it,” Ryan shared, “I wake up at two o clock in the morning, and I think about them” (12, P2). Thus, although educators saw TIPs as important and helpful to their practice, it was generally seen as increasing the mental health burden carried by educators. 32 Safety and Building Trusting Relationships When reading through the transcripts, a few other themes emerged that are important to acknowledge. Those themes include the importance of safety, trust, and building relationships. Rebecca expressed the importance of schools needing to be a safe place: “school needs to be a safe place that respects what they’re coming with” (I3, P3). She felt that educators needed to “delve deeper into helping create that safe space for children.” Rebecca stated that “while they’re with me, they are safe, and I am looking out for them” She also expressed the value of the Pro-D because she felt more confident when approaching colleagues to advocate for her students with trauma backgrounds, “being able to justify it by saying look, we’ve had this Pro-D” (I3, P3). All three participants also expressed the importance of relationships with students. Amanda believed that a “trustful relationship would help students open up” (I1, P1). Ryan also expressed the importance of relationships with students. “I think the thing that’s most important is the relationship with the child or children,” he said. “I feel genuine relationships are really, really important” (I2, P2). “If you don’t have a good relationship with the kids, especially kids who are dealing with trauma, you can’t even start to teach them,” he stated (I2, P2). Rebecca also shared her belief that to support students, “we need to develop relationships” (I2, P2). Further Pro-D and Implementation It is important to note that participants felt that they needed further support and time to implement TIP. Amanda shared that participants “felt that they also needed to have some peer support both as teachers and as students” (I1, P1). Rebecca shared her desire for consistent Pro-D in TIP: “I just think, if it were more of a regular thing that we did Pro-D and how we’re allowed time to just to make it a very important part of our practice as teachers.” Ryan expressed that “TIP requires a lot more time” (I2, P2). “It costs you. It takes time,” he expressed (I2, P2). It may 33 be important to allow educators an opportunity to deeply engage with professional development when dealing with such a critical issue for children. Summary of Results This project’s main objective was to understand the perceptions of wellness as observed by experienced primary teachers who have implemented TIPs within their classrooms. The results suggest that TIPs can have an impact on educator well-being. Rebecca felt more empowered after the training, as well as more self-assured. Ryan had a calmer demeanor, and felt he was more approachable with parents. The results of the research study also show that while knowledge of trauma increased, it did not always translate into supporting students within the classroom setting. Reasons for this included lack of understanding, time, and the inability to relate to trauma. These findings indicate that ongoing TIPD along with strategies for implementation are required in order to support educator mental health and well-being. Discussion I have organized the discussion section by answering the critical focus questions of my study, which are: a) how do teachers understand trauma and the effects of trauma in the classroom; b) how does knowledge of trauma change how teachers support students; and c) how can knowledge of TIPs impact teacher well-being? I will then conclude the discussion with a summary statement. Research Question One: Effects of Understanding Trauma in the Classroom This study showed that educators’ understanding of trauma helped them become more reflective in their practice and enhanced relationships with their students. It allowed participants to not only reflect on their relationships with their students, and understand their students better, but it also allowed them to be more self-reflective. All three participants in my study discussed 34 the importance of relationships and how participating in Pro-D helped them to better understand their students and themselves. The results of my study concur with Carrington (2019), Shanker (2020), and Souers and Hall (2016) as discussed in their texts: relationships are foundational. For one participant, TIPD validated their own personal experiences with trauma, and it also empowered them with knowledge to further advocate for their students, and to educate their colleagues on TIPs. For the other participant, understanding trauma, meant that they understood their students better, and were able to recognize problematic behaviours as a stress response versus a student simply challenging their authority. Coming to these understandings through TIPD helped participants shape their learning contexts to be more responsive to students (Brunzell et al., 2018). Research Question Two: Knowledge of Trauma and Teacher Support of Students Knowledge of TIPs changed the interactions between participants and their students. For one participant in particular, knowledge of TIPs was transformational. It changed their practice greatly. This is connected to literature which discusses how participants of TIPD can shift their own “practice and pedagogy” (Brunzell et al., 2019, p. 609). It changed how they supported and interacted with students and their families. Approaches to problematic behaviour came from a place of understanding versus frustration. They shared how their approach with students shifted from power and control in challenging situations to providing space and opportunities for dialogue. Brunzell et al., (2018) describe this dynamic of power and control as a response to psychological distress, this psychological distress is emotional, aggressive, and dysregulated. It occurs when teachers do not know how to meet the needs of challenging behaviours (Brunzell et al., 2018). For this participant, it created a desire to learn more about their students and their backgrounds. Participants were also more reflective on wanting to understand the demographic 35 that they served. TIPD led to them wanting to learn more about other childhood experiences, such as FASD. Research Question Three: Impact of TIPs on Teacher Well-Being Participant responses to how the knowledge of TIPs impacted their well-being, was diverse, and depended upon their personal experiences or inexperience with trauma in their own lives. This study revealed that while educators received the exact same Pro-D over two days, participants had a variety of responses to the Pro-D provided. For one participant, TIPD and implementing TIPs in the classroom, supported their well-being as they were calmer, and open to learning. On the contrary, another participant who had personal trauma in their own life, expressed how difficult it was to constantly be thinking and worrying about their students. The response from participants highlights the importance of addressing the complexity of implementing TIPD for educators who may come from personal trauma backgrounds versus those who don’t. Amanda shared how some participants did not come back for the following TIPD session as the initial session impacted their mental health. These responses relate to the literature on how TIPD can lead to vicarious trauma, or compassion fatigue, and even provoke emotions to surface for educators who have trauma in their own backgrounds (Brunzell et al., 2018; Bax et al., 2021). This response emphasizes literature that cautioned exploring TIP with sensitivity, as unpacking to understand trauma can also lead to possible triggers in educators who themselves were impacted by adverse childhood experiences (Alisic, 2012; Brunzell et al., 2018; Jennings, 2016). This research revealed that after participating in trauma-informed Pro-D, educators better understand trauma and the behaviours linked to traumatic stress in the classroom. Results showed that pedagogy changed in the classroom because of the application of knowledge gained 36 from the Pro-D. While Pro-D helped educator well-being in some ways, findings suggest that continuous trauma-informed Pro-D and implementation strategies may be beneficial. Limitations There are at least three potential limitations concerning the results of this study. For example, the sample size of participants interviewed for this research project was small. This makes it challenging to generalize results. As well, the selective sample represented a small rural school district, and therefore participant experiences may differ compared to those experiences of educators working in larger school districts. Another limitation of my research study is that teacher mental health and perceptions of wellness may have been significantly impacted by the pandemic. Participant responses might have differed if this study had occurred during a more typical school year. Despite these limitations, the results of this study suggest that further investigation into the area of TIPs and the impacts it could have on educator mental-health and wellness could be beneficial. Implications and Recommendations I have come to understand how highly complex TIPD can be and the many considerations that must be taken when implementing TIPD. I have learned that participating in TIPD and implementing TIPs does not directly translate into higher perceptions of wellness for educators. I have also learned that if leaders want their staff to be highly engaged in the work of implementing TIPs into their classrooms, leaders must consider who TIPD is being organized for, how and when TIPD is offered, and what type of TIPD is offered. This study provided insight into how understanding trauma can impact educators not only professionally within the classroom, but also personally. While participant experiences were diverse, this study shows the importance of recognizing the individual needs of educators when 37 providing TIPD opportunities. Leaders must ensure that TIPD implementation does not cause retraumatization for staff who have experienced trauma in their personal lives. District and school leaders must take into consideration whom the delivery of TIPD is for, using an equity lens, any unconscious bias that they may have when implementing TIPD, and the demographics of their staff. One example of this may be for leaders to consider questions such as: what is the background of my staff? For example, could a possible history of trauma related to residential schools, colonization, or racism impact their mental health when being asked to participate in TIPD? It is also important for district and school leaders to carefully review how they approach the implementation of TIPD or TIPs in their organizations. A question to consider is when should TIPD be offered, and how often? The participants in this study expressed their appreciation for not only being able to request Pro-D opportunities but also the fact that TIPD was optional and offered in the summer. Having summer Pro-D allowed time and space for participants to be open to learning when the pressures of their job were not at the forefront. However, based on participant responses, it also appeared as though educator beliefs and attitudes were barriers in transferring knowledge to practice in the classroom. Attitudes and beliefs such as the inability to relate to trauma stress, lack of time, and lack of understanding were noted by participants. Two of the participants discussed a need for further TIPD and support in implementation of TIPs. These responses lead me to wonder if summer TIPD with follow-up sessions in the first Term back to school would help educators implement what they learned, reflect on their practices, and receive guidance in areas where they needed support. For example, two of the most recent studies done on TIPD described the timing and frequency of TIPD. In one study, TIPD was offered twice, once in the early Fall and the early Spring (Bax et 38 al., 2021). In another study, TIPD was offered at the beginning of each Term (Brunzell et al., 2019). Providing time and space to learn, collaborate, and plan, as well as providing time in between sessions to implement TIPs, may be beneficial for participants to successfully implement TIPD practices. Before conducting this study, I assumed that educators would have a higher perception of wellness after taking TIPD. I assumed that they could better understand and support students with challenging behaviours, which would lead to less frustration, confrontations, and teacher burnout. Some of my assumptions were correct. However, what I failed to consider when initiating this study, was that educators who had personally been impacted by trauma in their own lives, could adversely be affected by TIPD. While this study allowed me to gain a better perspective on the perceptions of wellness observed by teachers who have implemented TIPs, I also discovered that questions such as: who is TIPD for, how and when will TIPD occur, and what type of TIPD will be delivered, must be considered when organizing TIPD for staff. Future Directions This research project contributes to the small body of Canadian research in the field of TIP and educator wellness. It demonstrates the importance of providing continuous opportunities for professional growth, while also considering the appropriate time during the school year for the facilitation of TIPD. In order to support the effective implementation of TIPs in the classroom, it will also be essential to offer additional supports for educators, such as time for collaboration, reflection, and feedback. Consideration of all these factors will not only support students but will also support educators’ mental health. This research project has changed how I will initiate conversations around TIPs and TIPD. I have learned that it is essential to support educator wellness by approaching the topic of TIPD with sensitivity and using an equity lens. 39 I hope to one day conduct a research project where I would implement TIPD using a theoretical framework similar to Souers & Hall (2016), which is organized around selfawareness of the educator, relationships with students, personal beliefs, and wellness. I would use a mixed-method approach to gather qualitative and quantitative data to conduct pre- and post-surveys and interviews for triangulation. This approach would help better understand educators’ perceptions of wellness after participating in ongoing Pro-D in TIP. Conclusion I began this project wanting to uncover the lived experiences of educators who had participated in TIPD training and who had applied their Pro-D in their practice. My interest was in the phenomenon of how implementing TIPs in the classroom could impact educator wellbeing. I discovered from this phenomenon that this is a far more complex topic than I had anticipated. There are many more critical factors to take into consideration between knowledge and application of TIPs into the classroom. After my first review of the transcripts, I was surprised by the responses. I wondered if I had perhaps asked the wrong questions. Maybe I should have spoken more throughout the interview, or perhaps I should have asked further follow-up questions. I was frustrated with myself regarding the questions I asked and wondered if they were not straightforward. I felt discouraged that the responses provided by recipients did not give me the feedback that I had anticipated. I wondered if I needed to recruit more participants, or perhaps reach out to a larger district. I considered my time frame and wondered if I could ask for a revision to my research project to recruit and interview participants from a larger district. I reflected on my initial thoughts for a day and then started thinking about the data differently. To be honest, I felt a bit disappointed in myself. Perhaps my disappointment came from my own unconscious bias. I 40 have had extensive experience working with children who have experienced trauma, and when participating in TIPD I was not adversely affected by the training. I had hoped to uncover a clear positive correlation between providing TIPD, and the positive impact that it could have on educators’ mental health and well-being. I also hoped that this research would provide a platform to encourage school districts to implement more opportunities for TIPD. What I discovered is that maybe my initial thoughts were incorrect. Maybe the big picture piece and the piece that I missed, was that providing TIPD needs to be intentional, with thought required, and with more than a few days of training for educators. I have had years of experience supporting children with trauma backgrounds, as a new administrator, seeing the number of students being sent to the office, and seeing how frustrated staff were, I believed that having TIPD would help support students and in turn help support educators. However, my bias did not allow for me to understand how challenging it could be for some educators with a trauma background to participate in TIPD. I could not relate to those educators with no trauma background, or no understanding of trauma, and the challenges they could face when working with students who have trauma backgrounds. While feedback from participants showed that some educators had a positive experience with the Pro-D provided, it is clear from their responses that more work following the sessions, are necessary in order to support educator wellness. A study done on the effectiveness of Pro-D indicated “the importance of teachers having meaningful, ongoing, and coherent Pro-D experiences…was significant for ‘teachers’ protocol use’ (Penuel et al., 2007, p. 947). In other words, more hours of Pro-D supported greater protocol use. In conclusion, I hope that leaders and educators continue to explore effective TIPD opportunities, that use a well-rounded approach to implementing, and supporting staff with TIPs. 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Fostering resilient learners: strategies for creating a traumasensitive classroom. ASCD. Tweedie, M. G., Belanger, C., Rezazadeh, K., & Vogel, K. (2017, December 19). Traumainformed Teaching Practice and Refugee Children: A Hopeful Reflection on Welcoming Our New Neighbours to Canadian Schools. BC TEAL Journal. https://ojso.library.ubc.ca/index.php/BCTJ/article/view/268. 46 Appendix A HREB Approval 47 Pro-D chairperson Interview Questions Appendix B Please find below the interview questions that you will be asked Pro-D Chairperson Interview Questions 1. Please share why you chose to offer trauma-informed professional development to your district teachers? Follow up: a) tell me more about the training 2. What type of feedback did you receive when offering trauma-informed professional development to your district? 48 Appendix C Participant Interview Questions Participant Interview Questions Please find below a list of the interview questions for research participants. 1. Please tell me in your own words and in detail, what trauma-informed practice means to you. 2. If trauma-informed professional development has changed your understanding of students with challenging behaviors, please describe how it has changed. Possible follow up questions: a) How has it changed the way you support students with challenging behaviors? b) How has it changed your practices in the classroom? 3. Reflecting back, prior to participating in trauma-informed professional development, explain how you felt physically and emotionally when supporting students with challenging behaviors in your classroom. 4. If trauma-informed professional development has changed your relationships with students, describe how the relationship has changed. 5. If implementing trauma informed practices in your classroom has impacted your well-being, please describe how it has impacted you. Possible follow up questions: a) Understanding trauma can help with self-awareness and the ability to recognize your own triggers and emotional well-being. If this has been something you have experienced, please explain how this has impacted you. b) Please tell me more about the strategies you use to take care of your mental health and wellbeing since learning about trauma-informed practice.