An Improvement Science Dissertation In Practice: A Mixed-Methods Study Exploring The Impact of Trauma Literacy And Mindfulness on Perceptions of Educator Work-Related Stress

This Improvement Science Dissertation in Practice study aimed to examine a possible solution to reducing the negative effects of trauma and toxic stress on a child’s education through an intervention aimed at advancing educators’ trauma literacy inclusive of educator self-care. Using a mixed-methods explanatory sequential research design, the researcher investigated the impact the Trauma Literacy Professional Development and Mindfulness Educational Group had on the educators’ perceptions of educator work-related stress. The researcher utilized a pre- and post-intervention survey measure, group discussion group field notes, and semi-structured interviews with participants to answer the proposed research questions. Quantitative results of this study did not yield a statistically significant change pre- and post-intervention, but the qualitative results of this study add meaning to the quantitative data that support previous conclusions as cited in the literature. The data presented in this study supports this conclusion: a focus on increasing educators’ trauma literacy and implementing systemic systems of educator self-care show promise for mitigating the negative effects of work-related stress on educators.