A Phenomenological Study of School Personnel Experiences with Trauma-Informed Practices
Abstract
This qualitative phenomenological study examined the lived experiences of school personnel in an alternative school setting within a large urban school district in central Alabama. The study explored how faculty and staff interact with and implement trauma-informed practices and curricula in alignment with the Missouri Model for Trauma-Informed Schools. The research was grounded in the Substance Abuse and Mental Health Services Administration’s (SAMHSA) definition of trauma and informed by existing trauma-responsive programs utilized within the district, including Adversity University and RethinkEd. The participant cohort included eight veteran educators serving a predominantly African American student population, most of whom are considered at-risk due to socioeconomic status, exposure to community violence, and disciplinary infractions that meet Class III behavioral violations. Data were collected through semi-structured interviews and analyzed using thematic coding and the hermeneutic phenomenological framework of Heidegger, allowing for a deep exploration of participant perspectives. Findings revealed seven key themes: the centrality of relationships, the role of surrogate familial connections, personal trauma references by educators, perceived insufficiency in training, situational versus root-cause responses, lack of district-level professional development, and the pervasive presence of trauma among students. Participants expressed a strong desire to support students but reported feeling underprepared to address trauma effectively due to inconsistent training and limited access to qualified mental health professionals. Based on the Missouri Model’s continuum, the school was determined to be functioning at the “trauma-sensitive” stage, characterized by informal references to trauma and early-stage implementation of trauma-informed strategies. This study contributes to the limited body of research that captures the voices of educators working directly with traumatized youth in alternative settings. The findings underscore the need for more comprehensive, ongoing professional development and the integration of trauma-informed approaches into all aspects of school culture, policy, and instruction.