| dc.description.abstract | A substantial body of research spanning almost two decades has demonstrated that
widespread trauma from adverse childhood experiences and toxic environments exists within the
American population and is predictive of increased rates of mental illness, chronic diseases, and
premature death (Chafouleas et al., 2019; Larkin et al., 2014; Zarse et al., 2019). These
experiences, which occur cumulatively prior to age eighteen, are also predictive of limitations in
neural development during childhood and adolescence, and both internalizing and externalizing
behaviors contribute to poor academic success and social isolation (Larkin et al et al., 2014;
Zarse et. al., 2019).
From a public health perspective, researchers have examined ways to leverage the public
school system as a delivery method for systemic prevention and intervention under the umbrella
of “trauma-informed” care, focusing their efforts on grades K-8 and leaving a gap in the
literature for grades 9-12 (Chafouleas et al., 2019; Crosby, 2015; DePedro et al., 2018; Gubi et
al., 2019). Military-connected children are a subset of the population identified as having high
risk factors for adverse childhood experiences or traumatic events (DePedro et al., 2018;
Richardson et al., 2016; Boberiene & Hornback, 2014; Brendel et al., 2014; Cole, 2016; Wolf et
al., 2017). While researchers have begun to examine school-based trauma-informed interventions
targeted at other subsets of students, there is lack of research directed toward school-based
trauma-informed interventions for military-connected students.
While many military-connected students attend regular public schools within the
continental United States, dependents of active military and civilian contractors living overseas
often attend American military-connected schools. This collective case study uses a complexity
leadership theory framework to examine the understandings that school principals in these
American military-connected schools have regarding trauma-informed practices, how those
understandings inform their leadership approaches, and the barriers they perceive.
This study sought to provide current information to principal preparation programs and
professional development trainers regarding the needs of principals and staff in schools attended
by military-connected high school students with trauma. Twelve principals of American militaryconnected
high schools outside of the continental U.S. participated in semi-structured interviews
with eight principals participating in abbreviated follow-up interviews. Initial interview data was
analyzed using iterative rounds of in vivo coding. Follow up interviews used a priori coding, and
artifacts were collected for triangulation. The use of all five functions of leadership were
identified using the complexity leadership theory framework, and overlapping concepts with
SAMHSA’s Six Key Principles of Trauma-Informed Practice were highlighted in the discussion.
Key findings include that principals of military-connected high schools have some
understanding of trauma, but they struggle to explain trauma-informed practices; they are
engaged in strategic leadership activities to address trauma in their schools; and they perceive
structural and knowledge barriers for themselves and their staff that impact their leadership
regarding implementation of trauma-informed practices. The findings suggest that further
research is needed targeting the implementation of research-based interventions in high schools
and with military-connected populations. Findings also suggest that military-connected schools
overseas conduct internal reviews of their programs for issues related to student-staffing ratios
and long-term vacancies in student support service areas as well as the need for more training
and support for principals and staff regarding trauma-informed practices. | en_US |
