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Educator Perceptions of a Hybrid Coaching Model to Enhance Educator Carryover of Trauma-Informed Programming
Jackson, Damaris
Jackson, Damaris
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Thesis/Dissertation
Date
2025
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Health and Rehabilitation Sciences
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https://doi.org/10.34944/fp26-7y09
Abstract
This capstone project was embedded in a pilot early childhood social-emotional learning program called “PREPSS.” The PREPSS program aimed to provide Tier 1 trauma-informed educational services to students, educators, and caregivers. In a prior iteration of PREPSS, it was noted that educators were reporting burnout and overall poor wellness. The capstone project's focus was on expanding educator support to reduce burnout, encourage wellness, and improve educators' experience in the classroom through promoting their confidence in applying trauma-informed principles in the classroom. A hybrid educator support program was developed. “Synchronous” support referred to in-class support that occurred with modeling and reflective discussion. “Asynchronous” support was virtual, application-based resources tailored to the needs of educators. Educators engaged in semi-structured interviews to provide feedback and insight into their perception of the hybrid support. Educators reported increased comfort in using trauma-informed language and principles, even among those initially resistant to the approach. Educators described feeling they were better able to foster classrooms with stronger group norms and greater opportunity for educator-student and student-to-student connections. Educators identified that the presence of consistent, trusted PREPSS advocates provided needed support, including reinforcing trauma-informed care principles and promoting educator well-being. Areas for refinement remain, such as the need for periodic training to deepen understanding of subtle trauma-informed concepts. Future initiatives should include mid-program training sessions and further development of hybrid support models. By embedding trauma-informed practices within the broader educational system, occupational therapists and educators can collaborate to create a trauma-informed environment that supports the engagement and growth of all students.
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