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Master's Thesis: Reimagining the First Weeks of School Through a Trauma-Informed Lens

Braswell, Najah
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Braswell, Najah
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Trauma-informed care—Study and teaching—United States, Education—Curricula—United States, Urban schools—Tennessee—Memphis, Emotional intelligence—Study and teaching—United States, School children—Mental health services—United States
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Najah Braswell Final Draft.pdf
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https://hdl.handle.net/10267/36835
Abstract
This thesis proposes a trauma-informed revision of the "First Weeks" curriculum at Egypt Elementary School in Memphis, Tennessee, to better support students affected by Adverse Childhood Experiences (ACEs). Drawing on research in trauma-informed care, social-emotional learning, and educational psychology, Braswell outlines a classroom-based intervention focused on four key concepts: emotional regulation, communication, goal setting, and stress management. The revised curriculum integrates mindfulness practices, reflective journaling, peer support, and culturally responsive read-alouds to create a safe, supportive, and predictable classroom environment. The study emphasizes the importance of teacher training, consistent routines, and student voice in fostering resilience and academic success. Ultimately, Braswell argues that trauma-informed practices must be embedded not only at the classroom level but also across schools, districts, and educational systems to disrupt cycles of inequity and promote student well-being.
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