The goal of this qualitative study was to explore students’ perceptions of trauma following the COVID-19 pandemic, as well as their perceptions of trauma-sensitive practices that are in place at their school to promote resilience and family engagement.
The researcher sought to understand what ways, if any, students felt the pandemic contributed added stress to their lives, and what trauma-sensitive practices were in place at their high school to support key protective factors such as competence, connectedness, and community.
Seven students who were 18 years old or older were interviewed for this study. Understanding their experiences can help to inform future practices and future research on school practices and procedures that support the development of resilience.
The goal of this qualitative study was to learn more about how online Ed.D. students are persistent and resilient in pursuing their academic goals during the Coronavirus pandemic. With the ongoing pandemic and remote learning circumstances, doctoral students are facing more challenges they must overcome to stay on track with their academics. More specifically, the researcher sought to understand what doctoral students believe are their biggest barriers to completion during the pandemic. To do so, the researcher interviewed 10 current students in the program who were within six credits of completing their program course requirements in order to learn more about their persistence and the factors they felt contributed to keeping them motivated and optimistic about maintaining a growth mindset, despite pre-existing and new pandemic-related challenges they encountered. Understanding students’ potential barriers to completion can help with future implications for practice within the program and the implementation of necessary student resources for support.