Trauma and Rural Schooling

Exploring Educators’ Perceptions of the Impact of Various Forms of Childhood Trauma on Students’ Academic Success

Authors

  • Travis Lewis East Carolina University
  • Lawrence Hodgkins East Carolina University
  • Kelly Wynne Lettieri Missouri State University

DOI:

https://doi.org/10.3776/tpre.2023.v13n2p125-159

Keywords:

Trauma, Trauma-Informed Schools, Q-Methodology

Abstract

In order to develop a better understanding of the perceptions of educators regarding which forms of childhood trauma most severely impact learning outcomes for their students, this study employed Q-methodology with 351 teachers, school counselors, and school administrators from across North Carolina and Missouri. A four-factor solution emerged, centered around: (1) various forms of abuse from an adult (2) violent and unstable relationships at home (3) negative community and societal factors (4) physical and mental illness. Patterns in perceptions emerged across the school community setting (urban, suburban, rural) of the participants. While educators in rural settings were more likely to perceive abuse and violence in the home as most harmful to students’ academic outcomes, educators in suburban settings felt systemic community and societal traumas as well as physical and mental illness were more detrimental. The findings of this study provide researchers, educator preparation programs, and school leaders with insight into the misconceptions that may persist among subsets of PK-12 educators regarding traumatized children and potential areas of need for further professional training.

Author Biographies

Travis Lewis, East Carolina University

Travis Lewis, Ed.D., is an assistant professor within the College of Education at East Carolina University. He provides instruction in educational leadership and administration in both PK-12 and higher education settings. His research focuses on the influence of school leadership practices on K-12 teacher recruitment and retention, the role of student services and student affairs staffing in PK-12 and higher education, the effects of social and emotional learning on student outcomes, and building resiliency in school-aged children.

Lawrence Hodgkins, East Carolina University

Lawrence Hodgkins, Ed.D., is a teaching assistant professor within the College of Education at East Carolina University. He provides graduate instruction in educational leadership and administration to K-12 teachers and school leaders. His research interests include improving instructional practices, authentic community engagement, and school transformation. Dr. Hodgkins has previously served as a teacher, coach, assistant principal, district office leader, and principal in eastern North Carolina public schools.

Kelly Wynne Lettieri, Missouri State University

Kelly Wynne Lettieri, Ph.D., is a Staff Counselor at East Carolina University's Center for Counseling and Student Development. Dr. Lettieri provides a variety of counseling services to ECU students, outreach services to educate the ECU community, and supervision to counselor trainees in the clinic.

 

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Published

2023-10-27

How to Cite

Lewis, T., Hodgkins, L., & Wynne, K. (2023). Trauma and Rural Schooling: Exploring Educators’ Perceptions of the Impact of Various Forms of Childhood Trauma on Students’ Academic Success . Theory & Practice in Rural Education, 13(2), 125–159. https://doi.org/10.3776/tpre.2023.v13n2p125-159

Issue

Vol. 13 No. 2 (2023): Transformative Trauma-Informed Practices in Rural Schools

Section

Research Forum

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Copyright (c) 2023 Travis Lewis, Lawrence Hodgkins, Kelly Wynne Lettieri

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