Proposal Outline: Trauma-Informed Education: Addressing the Mental Health Needs of Migrant Students in Schools
I. Chapter One - Introduction
1. HCU Pillar on which Dissertation Is Based
This dissertation aligns with the Health and Wellness pillar focusing on the mental health and well-being of marginalized populations, specifically migrant students, within educational systems.
2. Background of the Study
A. Many of these students have suffered trauma due to war and unstable conditions.
B. Current school systems often fail to address migrant students' mental health needs.
C. Teachers and school systems lack trauma-informed frameworks that are culturally responsive and adequately designed to support migrant students (Midgette & Gonzlez, 2023).
3. Statement of the Problem
Current school is ill-equipped to address the trauma-related mental health needs of migrant students. There is a substantial gap in the implementation of trauma-informed and culturally responsive practices.
4. Purpose of the Study
A. Develop a trauma-informed educational framework that addresses the mental health needs of migrant students.
5. Significance of the Study
This study will contribute to the literature on trauma-informed education and provide practical tools for educators, policymakers, and mental health professionals working with migrant students.
6. Definitions of Terms
A. Trauma-Informed Education: An educational approach that recognizes and responds to the impact of traumatic experiences on students' learning...
Culturally Responsive Practices: Educational practices that recognize and honor students' cultural backgrounds and use that knowledge to create supportive learning environments.7. Theoretical Framework
Transformative Theory emphasizes the power of education in fostering personal and social change, particularly for marginalized groups (Cranton,...
…to explore how teacher perceptions on the schools ability to help the mental health needs of migrant students.2. Participants of the Study
The study will involve migrant students who have experienced trauma, their families, teachers, school counselors, and administrators.
3. Instrumentation
A. Semi-structured interviews will be used to collect individual experiences and perspectives.
B. Focus groups will be organized separately for students and educators to generate collective insights.
4. Data Collection
Data will be collected through in-person and virtual interviews and focus groups. Interviews will be conducted in the participants' preferred languages to ensure accuracy.
A thematic analysis will be used to identify recurring patterns and themes in the data. Both individual and collective insights will be analyzed to understand the effectiveness of current trauma-informed practices…
References
Busey, C. L., Duncan, K. E., & Dowie-Chin, T. (2023). Critical what what? A theoreticalsystematic review of 15 years of critical race theory research in social studies education, 2004–2019. Review of Educational Research, 93(3), 412-453.
Cranton, P. (2016). Understanding and promoting transformative learning: A guide to theoryand practice. Routledge.
Midgette, E., & González, J. (2023). Trauma-Informed Teaching of Literature to MultilingualLearner Refugees: In Search for Balance between Cultural Responsiveness and Curriculum Sensitivity. Journal of Multilingual Education Research, 12(1), 11.
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