Music Teacher Experiences & Expressions of Agency in a Professional Development Study Group on Trauma-Informed Approaches

• In Event: Critiquing Histories and Imagining New Futures for Music Education

Abstract

This study examined music teachers' views on trauma-informed approaches during an eight-week asynchronous professional development (PD) study group and their sense of agency in enacting trauma-informed approaches. Grounded in trauma-informed principles (SAMHSA, 2014) and teacher agency theory (Priestley et al., 2015), this instrumental case study focused on five elementary general music teachers who engaged with PD materials, reflections, and group discussions. Findings indicated a need for practical, music-specific trauma-informed strategies and emphasized teachers' commitment to equity. Teachers positioned themselves as emotional regulators and viewed music classrooms as spaces for connection. However, despite embracing asset-based pedagogies, some responses inadvertently reinforced deficit-oriented views of trauma-impacted students. Such findings highlight challenges and opportunities embedded within trauma-informed approaches and ability justice in music education.

Author

• Amy Sierzega, University of New Hampshire