Date of Award
Fall 12-17-2025
Document Type
Project (696 or 796 registration)
Degree Name
Master of Science in Counseling
Department
Graduate Studies
Committee Chair
Jessica Brown
Keywords
Lunchroom, School, Trauma-Informed, Adverse Childhood Experiences
Abstract
School lunchrooms often see behavior disruptions at a higher rate than other areas within a school. Of the numerous reasons as to why, the inadequate training of those who supervise the lunchroom can be remedied easier than other factors (Wheatley et al., 2009). Over the past ten years a growing recommendation is for all staff to be included in school-wide behavior management and training, and that the training be focused on trauma-informed practices as a way to aid all students (Nealy-Oparah & Scruggs-Hussein, 2018). As 68% of children will experience some form of trauma during childhood, it stands to reason a trauma-informed approach is not only appropriate, but necessary (Cavanaugh, 2016). Through gaining a better understanding of trauma and the impacts on children, along with education on strategies specific to the lunchroom, this training aims to continue the current recommendation of trauma-informed education and practices, addressing an area that most often does not receive training, or receives training that does not take into account the unique environment worked in. It is through the education of these supervisors along with its implementation within the lunchroom that positive impacts for all students, and potentially life-changing impacts for those who have suffered trauma, can be created.
Recommended Citation
Kostohryz, Heather C., "Trauma-Informed Training and Practices for Elementary School Lunchroom Supervisors" (2025). Dissertations, Theses, and Projects. 1065.
https://red.mnstate.edu/thesis/1065