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Research Paper

This mixed methods research was conducted with adult students enrolled in a training program around the topics of trauma, trauma-informed practices, restorative practices, nonviolence, and service. Many of these topics are hard to face without any prior exposure, students in the past have exhibited disruption of emotions in the training situations. The study will involve a flipped classroom lesson that students can access prior to the training date. Following the training, the researcher administered a Social Emotional Learning (SEL) self-assessment questionnaire to assess mastery of the topics, and also student social-emotional wellness following this intense training. The data provided information as to the effect of social emotional learn when using a flipped lesson model.

Background and Need

According to Hamedani and Darling-Hammond (2015) it is our responsibility to fulfill In Loco Parentis, meaning in place of the parent. As teachers, what models can we explore that includes teaching to the whole student?

This study will focus on flipped learning to reduce the stress experienced when students face challenging topics, such as trauma awareness. The researcher will explore whether this approach to learning offers the psychological resources that they (students) need to succeed in school.

Research Paper Excerpts

The research challenges the assumption that students are emotionally healthy to address challenging topics and SEL. This clearly is not true for all, and as SEL becomes more generalized into standard instruction, we may see how mislead we’ve been in addressing the whole person. During trainings conducted over the past three years, this researcher has noticed that students struggle with the vulnerable emotions that come up during the training. After the training many trainees needed respite from the topics and intensity in the classroom; this also affected their learning as they were absent for up to 50% of the session. Due to the discussion and activity format, it was not possible to complete a make up assignment, so learning was limited by the ability for trainees to sustain within the vulnerable topics.

After the training all trainees completed a survey, those who had accessed the flipped lesson, had qualitative responses that revealed the positive affect of the intervention. These responses included, “driven to bring this wisdom to others”, and “I’m ready to support others”. Another commented, “the training showed me how much I’ve overcome in my life, it is awesome to get tools to support healing in others”. This level of needs met, shows a fully capable understanding and confidence to share these trauma-informed practices with others. Due to the success of the flipped lesson model, the intervention will be offered to all trainees in the future.

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