This case study explored the perceptions of school principals in kindergarten to grade six, and kindergarten to grade nine schools related to impactful strategies utilized in trauma-informed practice with a focus on self-regularity strategies. The study was carried out in one urban center in western Canada, and examined how principals supported, encouraged, and promoted trauma-informed practices, specifically self-regulatory strategies. This research study was informed by Shields’ (2018, 2020) transformative leadership theory. Shield’s theory focuses on education through a lens of social justice, equity, inclusion, and excellence. Principal participants completed an online survey indicating the inclusion of trauma-informed practices, the types of professional learning undertaken by staff, and the types of self-regulatory strategies evident in their schools. Following the initial surveys, semi-structured one-on-one interviews were conducted within the principals’ schools, allowing the participants to share evidence and artifacts demonstrating the use of trauma-informed practices. A notable finding of this study revealed the necessity of strong leadership to carry out the work around trauma-informed practice in schools and has implications for strong, transformative leadership to support students and staff.

Authors:
Cathie Bush, University of Portland, United States

About the Presenter(s)
Dr. Cathie Bush is currently principal of a kindergarten to grade nine school in a large urban area in Alberta, Canada. The school has a socially vulnerable population, including many students and families who have experienced traumatic life events.

Connect on Linkedin
https://www.linkedin.com/in/cathie-bush-6a7494ab/

See this presentation on the full schedule – Sunday Schedule

Bookmark