03/06/2026
By Zakkiyya Witherspoon

The School of Education invites you to attend a doctoral dissertation defense by Bryan W. Riley “Strengthening Schools From Within: Developing Trauma-Informed Educators Through Professional Learning Communities."

Candidate: Bryan W. Riley
Degree: Doctoral- Ed.D. Leadership in Schooling
Defense Date: March 19, 2026
Time: 3 p.m.
Location: Via Zoom
Thesis/Dissertation Title: Strengthening Schools From Within: Developing Trauma-Informed Educators Through Professional Learning Communities

Dissertation Committee

  • Chair: Linda Riley, Ed.D., Professor, School of Education
  • Committee Member: Jayson Ramalho, Adjunct Faculty

Abstract
Schools are increasingly serving students whose learning and engagement are shaped by exposure to adverse childhood experiences (ACEs), yet many educators report limited preparation to implement trauma-informed, belonging-centered practices. This Dissertation in Practice addressed the problem of practice at Palmer Road Elementary School by examining how a structured professional learning community (PLC) intervention influenced elementary teachers’ knowledge of trauma-informed practices and their understanding of strategies that promote students’ sense of belonging. Grounded in improvement science and guided by a Plan–Do–Study–Act (PDSA) methodology, the study implemented a six-session PLC designed to build teacher capacity through collaborative learning, reflection, and development of trauma-informed practices.

The study employed a mixed-methods improvement approach. Quantitative data were collected using the Trauma-Informed Education (TIE) Knowledge Survey administered pre- and post-intervention to participating teachers (n = 6). Descriptive statistics and a paired-sample t-test were used to examine changes in teacher knowledge. Qualitative data sources included participant journals, focus group feedback, and researcher memos, which were analyzed using deductive and inductive coding to identify patterns in teacher learning and practice shifts.

Findings indicated measurable growth in participants’ trauma-informed knowledge, with overall increases in TIE survey scores and improved internal consistency of the instrument from pre- to post-administration. Qualitative findings revealed three primary themes: (a) increased teacher awareness of the relationship between trauma, behavior, and learning; (b) strengthened commitment to building safe, inclusive classroom communities; and (c) growing recognition of the importance of relationships with students and families in supporting belonging. Despite these gains, variation in implementation and the short duration of the intervention suggest the need for sustained, embedded professional learning to support deeper instructional change.

This study contributes to local improvement knowledge by demonstrating that structured, collaborative PLC models can serve as a feasible entry point for building trauma-informed capacity in elementary settings. Implications for practice include extending the duration of professional learning, incorporating classroom-based coaching, and aligning trauma-informed work with broader equity initiatives. Future PDSA cycles will examine the extent to which increased teacher knowledge translates into observable classroom practice and improved student belonging outcomes.