Dissertation
Pre-service Teachers' Awareness, Perceptions, and Readiness in Implementation of Trauma-Informed Instruction for Refugee Multilingual Learners
Doctor of Philosophy (PhD), Washington State University
2026
Abstract
This study explored preservice teachers’ exposure to, perceptions of, and preparedness for implementing trauma-informed instruction, with a focus on supporting refugee multilingual learners. Using a mixed-methods design, the research combined pre- and post-intervention surveys with semi-structured interviews to examine changes in understanding and readiness following an eight-week intervention workshop. Findings revealed minimal prior exposure to trauma-informed practices and low self-reported preparedness. However, post-intervention data showed significant growth in participants’ confidence and knowledge. While most survey items demonstrated statistically significant gains, a few did not, likely due to already high pre-intervention agreement. Qualitative findings emphasized the importance of culturally responsive strategies and the practical application of trauma-informed approaches. These results underscore the need to embed trauma-informed instruction within teacher education programs to better equip future educators in supporting diverse student populations affected by trauma and displacement.
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Details
- Title
- Pre-service Teachers' Awareness, Perceptions, and Readiness in Implementation of Trauma-Informed Instruction for Refugee Multilingual Learners
- Creators
- Jihee Im
- Contributors
- Thomas Salsbury (Advisor)Anne Marie Guerrettaz (Committee Member)Sarah Newcomer (Committee Member)
- Awarding Institution
- Washington State University
- Academic Unit
- Department of Educational Leadership, Sport Studies, and Educational/Counseling Psychology
- Theses and Dissertations
- Doctor of Philosophy (PhD), Washington State University
- Number of pages
- 181
- Identifiers
- 99901393503801842
- Language
- English
- Resource Type
- Dissertation