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Academic Inquiry
- How do district supports around trauma-informed practices support teacher development?
- What is the relationship between teachers' interpretation of trauma-informed principles and implementation within school settings?
- To what extent do trauma-informed care knowledge, professional development experiences, and teacher self-efficacy predict teachers' perceived implementation of trauma-informed classroom practices?
The Significance of Study
This inquiry examines how Milwaukee Public Schools' structural supports mitigate the incongruity between trauma-informed theoretical frameworks and equitable classroom praxis. By investigating the nexus of teacher self-efficacy and professional development, this research seeks to standardize pedagogy that prioritizes systemic healing and educational justice.
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