K-12 School Administrator Candidates’ Perceptions of Their Roles in Supporting Teachers to Address Adverse Childhood Experiences

Authors

Adam I. Attwood, Austin Peay State UniversityFollow
Benita G. Bruster, Austin Peay State UniversityFollow
John R. McConnell, III, Austin Peay State UniversityFollow
Laura D. Barnett, Austin Peay State UniversityFollow
Christi M. Maldonado, Austin Peay State UniversityFollow

Short Title

K-12 School Administrator Candidates’ Perceptions of ACEs

Keywords

Adverse Childhood Experiences, ACEs, School Administrator Candidates, Trauma-Informed Education

Abstract

This study of a K-12 administrator preparation program adds to the research literature on trauma-informed education by addressing a gap in the literature on K-12 administrator candidates’ knowledge of the meaning of adverse childhood experiences (ACEs) and what their roles are in supporting teachers who have students with ACEs. K-12 school administrator candidates (N = 102) completed a survey designed by these researchers on this topic. The concept of ACEs is addressed as part of trauma-informed education from the K-12 administrator candidates’ point of view using a concurrent mixed methods case study approach at one administrator preparation program. Implications and recommendations for school administrator preparation programs are discussed.

Recommended Citation

Attwood, Adam I.; Bruster, Benita G.; McConnell, III, John R.; Barnett, Laura D.; and Maldonado, Christi M. (2024) "K-12 School Administrator Candidates’ Perceptions of Their Roles in Supporting Teachers to Address Adverse Childhood Experiences," School Leadership Review: Vol. 18: Iss. 2, Article 6.
Available at: https://scholarworks.sfasu.edu/slr/vol18/iss2/6