PI: Christy Tirrell-Corbin, Ph.D.
University of Maryland
Co-PI: Carlomagno Panlilio, Ph.D.
Penn State
Funder: Bainum Family Foundation
Administered in: College of Education
Abstract:
The aim of the Trauma Sensitive Pedagogy (TSP) is to bridge developmental science and classroom practice by engaging educators directly in building a systematic approach to instructional decision-making, one centered not just on understanding trauma’s effects, but on translating that understanding into concrete, everyday teaching decisions. Funded by the Bainum Family Foundation, the project began as a three-year community-based participatory research project designed to identify and address the pedagogical challenges educators face when teaching children who have experienced trauma and adversity. Grounded in Bronfenbrenner’s bioecological theory, TSP has grown into an integrated model comprising three components: the TSP Framework, the TSP Classroom Model, and the Educator Decision-Making Process, which together connect ecological and developmental theory to responsive classroom practice.
TSP evolved from a research initiative into a professional learning course, undergoing empirical evaluation and continuous refinement based on educator feedback. That evaluation, conducted with in-service educators, found statistically significant improvements in participants’ knowledge of trauma, attitudes toward trauma-informed practice, and self-reported instructional competencies from pre- to post-assessment. Educators also reported increased use of core TSP practices, including the Functional Emotional Behavioral Assessment (FEBA) and Specific Measurable Attainable Relevant Time-bound-Trauma-Informed (SMART-TI) instructional planning. TSP’s findings and framework have been shared through peer-reviewed publications, national and international conference presentations, a U.S. Department of Education-funded initiative, and university coursework.