Graduation Year
2024
Document Type
Dissertation
Degree
Ph.D.
Degree Name
Doctor of Philosophy (Ph.D.)
Degree Granting Department
Educational and Psychological Studies
Major Professor
Robert F. Dedrick, Ph.D.
Committee Member
Tony Tan, Ed.D.
Committee Member
Jennifer Menon Mariano, Ph.D.
Committee Member
Kahlila Lawrence, Ph.D.
Keywords
Adverse Childhood Experiences, Preparedness, Preservice Teachers, Trauma
Abstract
This study aimed to explore preservice teachers’ perceptions of their preparedness to support students who have been exposed to or/are currently encountering adverse childhood experiences. Adverse childhood experiences (ACEs) are a form of trauma and are very likely to occur among students. Due to students spending a significant amount of time in classroom settings, teachers are the first to identify possible issues that can interfere with academic performance. The present study was built upon the few studies that have focused on preservice teachers and their perceptions of preparedness to support students experiencing ACEs. Data were collected using an online survey (n = 11) and individual virtual interviews (n = 4) with Elementary Education undergraduate, preservice teachers from a College of Education at one university in west-central Florida. This study focused on four major types of ACEs that included Household, School, Community, and Abuse/Neglect trauma. The findings suggested that preservice teachers fluctuated across the selected types of ACEs in their perceptions of their preparedness to support students who were experiencing ACEs. Using a five-point scale, ranging from 1 (not at all prepared) to 5 (extremely prepared), preservice teachers mean ratings ranged from Witnessing violence in the household (M = 3.36, SD = 1.21) to Parents/guardians in prison (M = 2.82, SD = 1.33). All preservice teachers who participated in the interview were able to identify at least one similar experience to the vignettes presented. Preservice teachers also reported learning about ACEs during their field experience but confirmed that they felt more formal trauma training was needed for them to support students in their classrooms who were experiencing trauma.
Scholar Commons Citation
Marshall, Lanicia P., "Preservice Teachers’ Perceptions of Their Level of Preparedness to Support Students Who Encounter Adverse Childhood Experiences" (2024). USF Tampa Graduate Theses and Dissertations.
https://digitalcommons.usf.edu/etd/10649
