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Title
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Building Trauma-Informed Classrooms: Strengthening Professional Practice Through Research-Informed Educator Learning
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Creator
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Lindsey Yechout
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Degree Name
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Master of Science in Education: Curriculum and Instruction
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Project Type
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professional_project
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Date
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6/1/2026
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Abstract
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This professional project designs and facilitates a trauma-informed professional development session for educators at Cloverdale Elementary School in the Cascade School District that can also be used in other districts. Grounded in both personal experience and classroom observation, this project addresses the gap between awareness of trauma-informed education and the consistent, practical implementation of strategies that support student well-being and learning. While many educators recognize the importance of social-emotional learning and trauma-sensitive practices, they often lack structured, research-based guidance that translates theory into daily classroom routines. This project responds to that need by creating a 90-minute, interactive professional development session that equips teachers with actionable strategies, including morning check-ins, visual schedules, restorative conversations, flexible seating, and calm corners.
The project is informed by current research on trauma, resilience, brain development, and social-emotional learning, as well as by frameworks that emphasize understanding behavior as communication rather than defiance. Through reflection activities, collaborative discussion, and scenario-based application, educators are guided to identify trauma-related behaviors and respond with consistency, empathy, and practical support. The effectiveness of the project is assessed through participant feedback, engagement, and evidence of classroom application following the session.
By bridging the gap between theory and practice, this professional development initiative aims to strengthen teacher confidence, reduce uncertainty in responding to trauma-related behaviors, and foster emotionally safe, equitable learning environments. Ultimately, this project contributes to a culture of resilience and care within the school community, ensuring that students are not only academically supported but also emotionally understood and empowered to thrive.
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Committee Member
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Gregory Zobel
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Cindy Ryan
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Dana Ulveland
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Rights
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Western Oregon University Library has determined, as of 07/27/2026, this item is in copyright, which is held by the author. Users may use the item in accordance with copyright limitations and exceptions, including fair use. For other uses, please ask permission from the author.
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https://rightsstatements.org/page/InC/1.0/?language=en
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Language
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eng
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Type
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text
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Image;StillImage
