Abstract:

Adverse Childhood Experiences (ACEs) affect many adolescents, especially in their abilities to perform in school (Bixler & Anderson, 2021). School personnel should recognize that ACEs can negatively impact student behavior and development (Patterson et al., 2020). When teachers receive training in trauma-informed practices in the classroom, they can better identify students who are developing mental health challenges (Mitchell et al., 2018; Pickens & Tschopp, 2017; Rolfsnes & Idsoe, 2011; Wolmer et al., 2011). Mental Health America-Greater Houston (MHAGH) implemented train-the-trainer sessions using Trauma-Informed Classroom (TIC) and Advanced Trauma-Informed Classroom (T102) curricula from 2019-2020. We applied Kirkpatrick’s (1970) four-level evaluation approach to evaluate MHAGH’s professional development sessions (Frye & Hemmer, 2012). Participants’ pre/post knowledge and perceptions of TIC and/or T102 modules were measured on Kirkpatrick’s reaction and learning levels. The population of interest was school personnel (N ≈ 29,880) from nine Texas independent school districts. For the TIC module, 4,262 school personnel participated; 1,105 school personnel participated in the T102 module. Pre/post data were collected for each module. The TIC intervention used retrospective only items with 5-point scales (low to high). Cronbach’s (1951) alphas were .89 (before) and .92 (after), which were highly reliable. The T102 intervention included eight items for knowledge and comfort levels (retrospective only) on a 5-point scale (poor to excellent). Cronbach’s alphas were .95 (before) and .97 (after), also deemed highly reliable. This research was limited by a lack of a control group. Most respondents were white female teachers. Independent samples t-tests revealed significant differences (p < .001) in participants’ perceptions of the influence that trauma has on learning (Mpre = 3.50, SD = .91; Mpost = 4.40, SD = .68); a large effect (d = 1.12) was detected. The same was true for perceptions of trauma-informed practices in the classroom (Mpre = 3.24, SD = .96; Mpost = 4.30, SD = .71; p < .001, d = 1.26) and grief-informed classrooms (Mpre = 3.19, SD = .99; Mpost = 4.24, SD = .74; p < .001, d = 1.21), also producing large effects. Significant differences (p < .001) existed between participants’ knowledge of trauma-informed schools (Mpre = 3.10, SD = 1.00; Mpost = 3.57, SD = 0.76); a medium effect (d = 0.53) was detected. Significant differences (p < .001) existed in their knowledge of trauma-informed educators’ roles (Mpre = 2.76, SD = .59; Mpost = 2.87, SD = 0.39); a small effect (d = 0.21) was detected. Core knowledge items in TIC and T102 curricula should be refined as specialized knowledge; small to medium effects may indicate that differences were based on general, not specific knowledge of TIC and T102. We recommend ongoing collaboration between school-based trainers and mental health experts (MHAGH) to improve and reteach TIC and T102 curricula annually, given the enduring nature of ACEs. Prior knowledge of ACEs does not always lead to adequate awareness of students in need of mental health services. Long-term partnerships between mental health experts and school personnel will increase schools’ awareness and readiness, and decrease response times in identifying students developing mental health challenges. Such actions promote safer environments for all.

Keywords:

ACEs, school personnel, training, trauma-informed classrooms.