Document Type
Article
Publication Date
Spring 2026
Abstract
The purpose of this practitioner inquiry was to examine how trauma informed behavior support strategies influence teacher confidence and instructional decision making in an elementary school setting. This study was conducted in a low socioeconomic status K–4 school and included general education teachers, special education teachers, and interventionists. Data were collected using a mixed-methods approach, including a pre-survey, classroom observations, and teacher reflection journal entries. Survey data assessed teacher confidence and perceptions of trauma-informed practices, while observational and reflection data provided insight into classroom implementation and teacher mindset. Findings indicated that teachers value trauma-informed practices but demonstrate varying levels of confidence and consistency in implementation. Data revealed a shift from reactive to more proactive and intentional instructional practices, along with increased awareness of student behavior as a response to underlying needs. These changes were associated with improved classroom environments and student engagement. Results suggest that ongoing professional development, collaboration, and structured support systems are essential for sustaining trauma-informed practices and improving both teacher confidence and student outcomes.