Trauma and Rural Schooling

Abstract

In order to develop a better understanding of the perceptions of educators regarding which forms of childhood trauma most severely impact learning outcomes for their students, this study employed Q-methodology with 351 teachers, school counselors, and school administrators from across North Carolina and Missouri. A four-factor solution emerged, centered around: (1) various forms of abuse from an adult (2) violent and unstable relationships at home (3) negative community and societal factors (4) physical and mental illness. Patterns in perceptions emerged across the school community setting (urban, suburban, rural) of the participants. While educators in rural settings were more likely to perceive abuse and violence in the home as most harmful to students’ academic outcomes, educators in suburban settings felt systemic community and societal traumas as well as physical and mental illness were more detrimental. The findings of this study provide researchers, educator preparation programs, and school leaders with insight into the misconceptions that may persist among subsets of PK-12 educators regarding traumatized children and potential areas of need for further professional training.