Preferred Name
Jordan
Creative Commons License
This work is licensed under a Creative Commons Attribution-NonCommercial-No Derivative Works 4.0 International License.
Date of Graduation
8-9-2024
Document Type
Thesis
Degree Name
Educational Specialist (EdS)
Department
Department of Graduate Psychology
Advisor(s)
Tiffany Hornsby
Deborah Kipps-Vaughan
Tammy Gilligan
Abstract
While adverse childhood experiences (ACEs) can occur through the age of 18, there is minimal research on how to support adolescents in the school setting. This study examined teacher perceptions at a local middle school on trainings they have received, supports in place for students, and a potential identification system for students at risk. Data were collected through completion of a Qualtrics survey (n=4) and a brief interview (n=1). It was found that teachers mainly received trainings through professional developments. While they have used information they have learned through trainings, they did not feel prepared to support students nor did they deem the information useful. There are a variety of supports for students in school building, but perceptions of their effectiveness were variable. Participants did not reach consensus on whether there was an identification system at their school. Some endorsed that students were identified through counselors, while others highlighted that some students feel uncomfortable sharing their challenges. Limitations, future directions, and practical implications are discussed.
Recommended Citation
Phipps, Jordan, "Middle school teachers’ perceptions of supporting students with adverse childhood experiences" (2024). Educational Specialist, 2020-current. 79.
https://commons.lib.jmu.edu/edspec202029/79
