Trauma-Informed Practices: Principal Perceptions of Self-Regulatory Strategies in Schools

• In Event: AERA Roundtable Session Thursday 8:00 am Four Seasons Ballroom 1
  In Roundtable Session: Educational Leaders’ Efforts to Better Serve Students and Communities (Table 13)

Abstract

This study explored how principals of public schools in one urban center in Alberta, Canada, supported, encouraged, and promoted trauma-informed practices, specifically self-regulatory strategies. Principals completed an online survey indicating the inclusion of trauma-informed practices, the types of professional learning undertaken by staff, and the types of self-regulatory strategies evident in their schools before participating in semi-structured one-on-one interviews. Interviews were conducted within the principals’ schools, allowing the participants to share evidence and artifacts demonstrating the use of trauma-informed practices. The results of this study have implications for strong, transformative leadership to support students.

Authors

• Cathie Bush, Edmonton Public Schools

• Karen D. Gartner, Battle River School Division

• Sharon Fischer, Self-employed

• Camille Loken, Edmonton Public Schools