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Stories Teachers Tell about Building Relationships and Trauma: A Narrative Study

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Abstract
Students who are exposed to trauma are expected to come to school. Trauma negatively affects the students’ ability to form relationships and learn. Therefore, teachers must build strong and supportive relationships with students with trauma. Three humanities teachers at a suburban high school were interviewed multiple times using a narrative inquiry approach. A narrative was developed that interwove their stories, highlighting commonalities and differences. Through an iterative process of analysis, using narrative and paradigmatic modes of analysis, five themes recurred that were common to all three participants: building relationships with students is an effective pedagogy for engaging students; using the curriculum, humanities teachers connect with students through interactive lessons; in order to support students, teachers need strong, caring relationships with their colleagues; when teachers see and react to each student as an individual, they are better able to meet the student’s unique needs; and in addition to treating each student as an individual, teachers implement practices they believe will help all students. This dissertation explored the experiences of three teachers who believe they have built relationships with their students, how they experience these relationships, and how they describe them. Their stories may inform others’ practices.
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Dissertation (Open Access)
Date
2024-05
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Attribution-NonCommercial-ShareAlike 4.0 International
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http://creativecommons.org/licenses/by-nc-sa/4.0/
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