Trauma Informed Teaching

This research uses Adverse Childhood Experiences (ACEs) and how teachers use their own experiences in their classrooms. Recent re-searchers have concluded that the prevalence of childhood trauma and can cause increased long-term effects on individuals (Connor Ford Arnsten & Greene 2015; Edwards Anda Felitti & Dube 2004; Ed-wards Holden Felitti & Anda 2003; Felitti 2002; Felitti Anda Nor-denberg Williamson Spits Edwards Koss et al. 1998; Kalmakis & Chandler 2014; Whitfield 1998). Recent studies noted that children who experience at least one ACE are more likely to exhibit difficulties in their education (Duplechain Reigner & Packard 2008; Forster Gower Borowsky & McMorris 2017) behavior (Hunt Slack & Berger 2017) and physical health (Felitti 2002). However this study thoughtfully researches classroom teachers who have positive ACE scores (N1) and how they manage and use these experiences to inform a classroom culture of trauma-informed care. This dissertation uses Felitti et al.'s original ACE work (1998) as well as Finkelhor Shattuck Turner and Hamby's (2015) revised ACE questionnaire as a framework for the inquiry and descent into research.