Elementary Educators' Experiences Implementing Trauma-Informed Practices: Process, Integration, and System Change in Rural Pennsylvania Schools

This qualitative phenomenological study examined how elementary educators in two rural east-central Pennsylvania counties perceive the implementation of trauma-informed practices (TIPs). Semi-structured interviews were conducted with 13 participants (3 administrators; 10 teachers) who implemented TIPs for at least one year. Analysis followed a hybrid coding approach (deductive alignment to SAMHSA's principles with inductive codes for emergent ideas) and second-cycle thematic synthesis. Findings, organized by three research questions (implementation process; curricular integration; system-level change), showed (a) Implementation as transformation, driven by leadership modeling, peer coaching, and a shift from consequence-first to connection-first; (b) Curricular integration through safety, voice, and choice, with teachers embedding predictable routines, brief regulation breaks, and options for task response; and (c) System shifts, including reframed walkthroughs, strengthened staff coherence, and early evidence within the first year of calmer classrooms and improved relationships. Nine teachers described initial challenges balancing instruction with decoding trauma responses; all three administrators emphasized coaching and consistency. Implications include phased rollouts, coaching structures, and observable indicators that align TIPs with pacing and standards. Limitations include a single-region sample and self-report data. The study contributes practitioner-ready guidance for sustainable TIP implementation in K-6 settings.