Author ORCID Identifier
Document Type
Dissertation
Date of Award
2025
Degree Name
Doctor of Education (Ded)
Department
Education
First Advisor
David Swank
Abstract
Trauma-informed practices are a way to reduce the negative impacts of trauma without retraumatizing trauma victims (SAMHSA, 2014). Using trauma-informed training for staff, this study herein sought out to examine the overall impacts on utilizing trauma-informed care strategies on teacher well-being and burnout. The action research project, relying on qualitative data collection techniques, was an immersive approach to impact change in the educational landscape of a small, rural school district. Findings showed implementing trauma-informed practices in the school district led to a greater job satisfaction, reduced stress, and a sense of camaraderie with the students within the school. This study contributes new insight by distinguishing between reduced stress and actual burnout impact. It showed while trauma-informed strategies improved teachers’ day-to-day experiences, they did not significantly reduce burnout. This distinction is critical for school leaders aiming to design effective staff wellness initiatives and implement trauma-informed care approaches to their districts.
Subject Categories
Educational Administration and Supervision | Educational Leadership
Keywords
Burnout, Professional Development, Teacher, Trauma, Trauma-Informed, Well-Being
Number of Pages
80
Publisher
University of South Dakota
Recommended Citation
Schonebaum, Philip Walter, "Investigating Trauma-Informed Practices Impact on Teacher Well-Being and Burnout" (2025). Dissertations and Theses. 322.
https://red.library.usd.edu/diss-thesis/322