Impact of Trauma-Informed Teaching Practices on Student Engagement and Classroom Behavior

https://doi.org/10.55966/assaj.2025.4.1.086

Abstract

Trauma-informed teaching is essential in today’s classrooms because it recognizes the profound impact that adverse childhood experiences (ACEs) such as poverty, abuse, neglect, violence, and displacement have on students’ cognitive, emotional, and social development. This approach prioritizes creating safe, supportive, and predictable learning environments that foster trust and emotional security. This study investigates the impact of trauma-informed teaching practices on student engagement and classroom behavior in public secondary schools of Dera Ismail Khan and Tank districts. Grounded in pragmatic research philosophy and employing a quantitative, cross-sectional survey design, the study gathered data from 357 teachers using a structured questionnaire. The findings revealed significant positive correlations between trauma-informed practices and both student engagement and classroom behavior. Regression analyses further confirmed that trauma-informed approaches are strong predictors of improved behavioral and academic participation outcomes. These results highlight the critical need for embedding trauma-responsive strategies in teacher training and school policy to support learners affected by adversity. The study contributes to the growing body of research advocating for emotionally safe and inclusive learning environments.

Keywords: Trauma-Informed Teaching, Student Engagement, Classroom Behavior