Document Type
Article
Publication Date
Fall 2025
Abstract
t is important to know what the staff at Lake Mills Community School (LMCS) understands about childhood trauma, how it affects student success, how to best meet the needs of students who have trauma history, and how willing staff are to participate in trauma-informed professional development. To gain more insight on the matter, a survey was conducted among the entire LMCS staff including certified teachers, paraprofessionals, administration, and auxiliary staff. The entire staff was selected because the small size of the district allows interaction between all staff and students. Of the 105 staff members, 45 members (43%) completed the first survey. The results of that survey determined the key understandings in the district regarding the prevalence of childhood trauma, how it is defined, and the difficulties it may represent in a student’s education. Just over 31% of the responders understood that the national statistics for childhood trauma affect more than 65% of the population. Of the staff, 82.2% have received little or no formal trauma-informed training. These results will be used to further explore professional development resources to share with the Building Leadership Team (BLT). Future research may explore programs available to support trauma-informed practices. It is important to understand the need, as well as to take steps to help every student to be successful. The LMCS mission statement is “Through our collective efforts, we are committed to teaching and learning for all." With trauma-informed practices, success can be achieved.