Trauma-informed professional development: the perceptions and experiences of music educators implementing trauma-informed strategies
Embargo Date
2027-03-05
OA Version
Citation
Abstract
In this study I investigated the experiences of elementary general music teachers applying trauma-informed strategies in their classrooms after attending professional development. Through three cycles of collaborative inquiry via a professional learning community focusing on the strategies from Trust-Based Relational Intervention (TBRI), data was collected from interviews, observations, and reflective journals from a cohort of three music educators, who acted as co-researchers. The findings revealed several themes: building confidence and resources; building trust, support, and self-advocacy, and strategies for continuing trauma-informed work. The co-researchers emphasized the importance of self-confidence, peer collaboration, and continuous professional development in successfully and consistently implementing trauma-informed strategies. Resilience and adaptability emerged as vital components in navigating classroom challenges and sustaining trauma-informed practices while maintaining personal wellness. Additionally, the role of support networks, both within the school and broader community, was highlighted as essential for music educator wellbeing and feelings of success in fostering a supportive learning environment. Barriers to success (e.g., lack of administrative support, self-doubt, personal trauma histories) were identified. The dissertation concludes with recommendations for sustaining trauma-informed practices, emphasizing the importance of ongoing professional development, supportive networks, and prioritizing teacher wellness. This research contributes to the understanding of how music educators can successfully and consistently support students affected by trauma while attending to their own wellness.
Description
2025
License
Attribution 4.0 International