Document Type
Dissertation
Date of Award
2026
Degree Name
Doctor of Education (EdD)
Department
Education
First Advisor
Erin Lehmann
Abstract
Awareness of how unmitigated childhood trauma hindered classroom learning prompted the use of trauma-informed practice (TIP) in classrooms. TIP was designed to meet the needs of all learners, regardless of background. When coupled with social-emotional learning (SEL), TIP increased student safety, relationships, skills, learning, and social and emotional wellbeing. Previously, discussion circles were used as a TIP practice in restorative environments; the impact of discussion circles in secondary classrooms used proactively is not well researched. Additionally, most discussion circle research lacks secondary student perspectives. This action-research study attempts to understand how the proactive use of discussion circles in secondary classrooms influences classroom relationships and student social and emotional wellbeing. This research occurred at two high schools over a six-week period. Using an instructional coaching method, the researcher trained a teacher participant at each site to implement discussion circles for a variety of purposes, including relationship building and teaching SEL and academic content. Student data included observations from five weekly discussion circles at each site, arts-based and/or written journals following circles, and focus groups in week six. Teacher observations and interviews and the researcher’s reflexive journal triangulated findings. Findings showed discussion circles engaged all. Discussion circle elements and processes made students feel safe, seen and heard. Students found value in hearing from quieter peers. Discussion circles promoted communication that fostered connection and developed relationships. Students called discussion circles fun; additionally, there was evidence of academic and SEL learning. Participants wanted circles to continue, offering suggestions for implementation including expanded reflection.
Subject Categories
Educational Administration and Supervision | Secondary Education
Keywords
Discussion circles, Relationship building, Secondary education, Social-emotional learning, Trauma-informed Wellbeing
Number of Pages
183
Publisher
University of South Dakota
Recommended Citation
Van Der Werff, Renee L., ""My Voice Feels Heard": Discussion Circles as a Trauma-Informed Practice for Cultivating Relationships, Engagement, Learning, and Fun in Secondary Classrooms" (2026). Dissertations and Theses. 401.
https://red.library.usd.edu/diss-thesis/401