This study examines how teachers interpret and implement a trauma-informed method of discipline within a small alternative high school located in Walla Walla, Washington. I observe how teachers perceive how a trauma-sensitive philosophy of discipline has impacted academic standards, in-school relationships, teacher stress levels, and other aspects of teaching and the school as a whole. This study is highly qualitative in nature and draws upon a complete set of semi-structured interviews from all the full-time teachers at Lincoln High School. This study aims to supplement current literature around trauma-informed practices within the realm of public high schools and specifically highlights the experiences of teachers. My motivation for this research is to analyze the various degrees in which teachers subscribe to a trauma-informed method of discipline and how engaging in these practices shape the attitudes and behaviors of teachers. I hypothesize that a trauma-informed program not only affects the school’s student population, but also has a significant impact upon the teachers at Lincoln High School.
