Joy Elaine Campbell
Abilene Christian University, jec15b@acu.edu
Abstract:
The purpose of this qualitative phenomenological study was to explore teacher perceptions about
the sustainability of trauma-informed practices implementation in a secondary, public
comprehensive school. For the purpose of this study, the researcher examined perceptions of 10
staff members who have knowledge of and experience with implanting trauma-informed
practices into their school routine. The findings from this study can be used by teachers, support
staff, school leaders, and district leaders to help sustain an institutional application and
implementation of trauma-informed care in schools. The implication from this study suggests
resources for school staff to successfully sustain trauma-informed care.
