Elementary Music Teacher Perceptions of Trauma-Informed Practices

• In Event: Friday Roundtable Session 7:45 am
  In Roundtable Session: Inquiry in Music Education Settings (Table 4)

Abstract

A growing body of literature indicates interest in trauma-informed music education. Music teachers–who often teach entire student cohorts over multiple years–are uniquely positioned to witness long-term impacts of trauma-informed efforts. Despite teachers’ attempts to engage with practices aligned with and/or adjacent to trauma-informed care (e.g., restorative justice practices, adverse childhood experiences, social-emotional learning), few psychometrically-sound measures exist to evaluate those practices and their school-based implementation. In the present study, I use confirmatory factor analysis to validate the Trauma-Informed Practice in Compulsory Music Education (TIP-CME) scales (adapted from Goodman et al.’s 2016 Trauma-Informed Practice Scales). In this novel adaptation, I measure core elements of trauma-informed practices in schools as reported by elementary music educators (N=2,314).

Author

• Amy Sierzega, University of New Hampshire