How do adults who experienced complex childhood trauma describe their progression through school?

Yahola, Lisa

How do adults who experienced complex childhood trauma describe their progression through school?

dc.contributor.advisor	Hamlin, Daniel
dc.contributor.author	Yahola, Lisa
dc.contributor.committeeMember	Ford, Timothy
dc.contributor.committeeMember	Edwards, Beverly
dc.contributor.committeeMember	Hellman, Chan
dc.date.accessioned	2024-05-03T18:07:05Z
dc.date.available	2024-05-03T18:07:05Z
dc.date.issued	2024-05-10
dc.date.manuscript	2024-04-22
dc.description.abstract	Complex trauma is considered the most severe form of trauma. It is characterized by multiple harmful events that typically begin early in a child’s life, are chronic and prolonged, result in highly adverse developmental effects, and tend to be perpetrated by a family member or closely associated person. Disconcertingly, research indicates that individuals who have experienced complex trauma may not complete a high school education or go on to post-secondary institutions. They may have a more difficult time maintaining consistent employment and, at times, have shown to have a shorter life expectancy than those who do not have a history of complex trauma. The existing body of literature suggests that schools are potentially an important setting for those who are dealing with complex trauma, but it remains unclear what supports might be effective if used in the school setting. The purpose of this study is to examine how adults who experienced childhood complex trauma describe the influence of school experiences on their ability to progress through school. The data were collected through semi-structured interviews with fourteen participants who completed professional treatment for or were in professional treatment for post-traumatic stress disorder (PTSD) because of childhood complex trauma. Findings strongly suggested that having one positive school-based relationship with an adult and feeling a sense of community through friendships and extracurricular activities increased their resiliency, whereas relationships with adults who lacked empathy or adults who did not recognize or understand the symptoms of complex PTSD (CPTSD) led to decreased student motivation to achieve academically. The evidence highlighted other hindering factors that the participants felt reduced their motivation for academic progression including the loud noises of schools, raised voices, lack of access to supportive school personnel such as a nurse or counselor, and negative classroom environments. This study seeks to contribute to the literature by identifying perceived potential school support for traumatized youth that may lead to an increase in positive effects of school despite their experience with childhood complex trauma, as well as suggest hindering factors that could lead to lowered student achievement, decreased attendance rates, or dropout. Keywords: complex trauma, childhood trauma, interpersonal trauma, adverse childhood experiences (ACEs), PTSD, CPTSD, student perceptions, resilience, Bronfenbrenner’s Bioecological Systems Theory	en_US
dc.identifier.uri	https://hdl.handle.net/11244/340285
dc.language	en_US	en_US
dc.rights	Attribution 4.0 International	*
dc.rights.uri	http://creativecommons.org/licenses/by/4.0/	*
dc.subject	Complex Childhood Trauma	en_US
dc.subject	CPTSD	en_US
dc.subject	PTSD	en_US
dc.subject	Complex Trauma	en_US
dc.subject	Bronfenbrenner's Bioecological Systems Theory	en_US
dc.thesis.degree	Ed.D.	en_US
dc.title	How do adults who experienced complex childhood trauma describe their progression through school?	en_US
ou.group	Jeannine Rainbolt College of Education::Department of Educational Leadership and Policy Studies	en_US