Honors Projects

Abstract

This paper explores the importance of creating trauma-informed classrooms to support students’ emotional and academic success. As increasing numbers of students are affected by adverse childhood experiences, educators must adopt approaches that recognize and respond to trauma. The purpose of this paper is to examine key principles of trauma-informed education and how they can be effectively implemented in school settings. Drawing on current research and educational frameworks, this paper highlights strategies such as building strong teacher-student relationships, promoting emotional regulation, and maintaining consistent and supportive classroom environments. The findings suggest that trauma-informed practices can improve student behavior, increase engagement, and foster a sense of safety and belonging. These results emphasize the need for ongoing professional development and a school-wide commitment to trauma-informed approaches.

Department

Psychology

Major

Psychology

First Advisor

John Zibbel

First Advisor Department

Human Development and Family Studies

Second Advisor

William O'Brien

Second Advisor Department

Psychology

Publication Date

Spring 4-27-2026

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