Date of Award

Fall 2025

Document Type

Dissertation

Degree Name

Doctor of Philosophy (PhD)

Department

Education

First Advisor

Dr. Lisa Ciganek

Second Advisor

Dr. Jessica Rafidi

Third Advisor

Dr. Sarah J. Yates

Abstract

Trauma caused by adverse childhood experiences is a growing and pervasive issue. Researchers have found trauma may have physical, emotional, behavioral, academic, and spiritual effects on children. School employees are in a unique position to teach students about resiliency and can mitigate the effects of traumatic stress. Although multiple studies have examined teachers’ definition, perspective, and experiences of trauma, few studies have taken place in faith-based schools. The following qualitative study used a phenomenological approach to discover the lived experiences of faith-based school employees in identifying and supporting students who have experienced trauma. Eleven faith-based school employees participated in a semi-structured interview to share personal experiences of working with students who have experienced trauma as a result of an adverse childhood experience. Six themes emerged during the qualitative data analysis: the spectrum of trauma, learning about trauma, individual responses to trauma, collaborative responses to trauma, the faith element, and barriers and needs. Faith-based school employees recognize trauma as a negative experience that produces an emotional response, affects daily life, and lasts beyond the moment of the event, and trauma must be addressed on an individual or case-by-case basis. Participants shared students experienced trauma due to the death of a loved one, family separation, or medical illness. Faith-based school employees offer support to students by forming relationships, fostering a peer-support network, and praying for students. Faith-based school employees collaborate to support students who have experienced trauma by consulting with each other and referring students to outside agencies.

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