Date of Award
Spring 5-15-2026
Document Type
Dissertation
Degree Name
Ed.D. Transformational Teaching and Learning
Department
Secondary Education
First Advisor
Dr. Jean-Marie Pabon
Second Advisor
Dr. Christopher Weiler
Third Advisor
Dr. Tabetha Bernstein-Danis
Abstract
This qualitative, descriptive case study examined educators’ understandings, enactment, and professional learning related to transformative, trauma-informed social-emotional learning (SEL) practices in a center-based emotional support school setting. Data were collected through semi-structured educator interviews and classroom observations to capture a holistic view of pedagogical practices. Guided by the theoretical frameworks of Dis/Crit, Transformative Learning Theory, and Foucault’s Theory of Power, the findings illuminate how educators leverage trauma-informed SEL strategies to support students affected by trauma as they navigate structural and systemic constraints within a normative educational system. Results highlight both effective cultural-sustaining and trauma-responsive practices already in place, as well as areas of tension related to professional development, institutional support, and power dynamics.
Creative Commons License
This work is licensed under a Creative Commons Attribution 3.0 License.
Recommended Citation
Stay, Heather, "We need to do better: Exploring Educators’ Perspectives of Transformative Trauma-Informed Social-Emotional Learning" (2026). Education Doctorate Dissertations. 54.
https://research.library.kutztown.edu/edddissertations/54
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