Impacts of trauma in school environments on ELA teachers: an interpretative phenomenological analysis
Date
2024
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Abstract
This study was conducted as an interpretative phenomenological analysis of five secondary English Language Arts Development teachers in Colorado. The study aimed to understand the impacts on ELA teachers, specifically their perceptions of their instruction and ability to remain in the classroom, following traumatic experiences or exposure at work. By using an interpretative phenomenological analysis we can see the spectrum of perceptions and insights ELA teachers have into navigating through trauma as professionals charged with supporting the academic and social development of our students. Data was collected in the form of one-on-one interviews with the participants. The interviews were guided by questions designed to investigate the forms of trauma exposure or experience in school environments they had as teachers, the impacts these events had on their instruction and desire to remain in the field as a classroom teacher, and overall observations and perceptions into what supports were provided or desired. Interviews were recorded and transcribed and the data was coded inductively. This study was then organized as a narrative to examine the intersections and revelations found in teachers' various perceptions of shared traumatic events. While not generalizable, this study aims to elevate these insights to further conversations on trauma in school environments and how we comprehensively support those in charge of supporting the students.
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Subject
interpretative phenomenological analysis (IPA)
teachers
violence
schools
English language arts (ELA)
trauma