ELEMENTARY MUSIC TEACHER EXPERIENCES & EXPRESSIONS OF AGENCY IN AN ASYNCHRONOUS, ONLINE TEACHER STUDY GROUP ON TRAUMA-INFORMED APPROACHES IN MUSIC EDUCATION

Abstract

The purpose of this study was to examine elementary general music teachers' views on trauma-informed music approaches while engaged in a professional development (PD) experience. Further, I explored elementary music teachers’ sense of agency in applying trauma-informed approaches in their teaching praxis. To examine music teachers’ perspectives about trauma-informed education, I investigated teachers’ behaviors, stated beliefs, and written responses in an online study group focused on trauma-informed approaches in music education. Research questions addressed participants’ engagement in the online study group, the alignment of their responses with trauma-informed principles (SAMHSA, 2014) and dimensions of teacher agency (Priestley et al., 2015), and their recommendations for future trauma-informed PD efforts. Using an instrumental case study design (Stake, 2003), I facilitated an eight-week asynchronous, online PD study group for five elementary music teachers. Teachers’ experiences throughout the PD course (November 2024-February 2025) served as the broader phenomenon of interest. Participants engaged with module materials (e.g., articles, videos, podcasts, book chapters, blogs), guided reflection journals, and group discussions. As a point of triangulation, I employed repeated measures of a teacher agency scale (Leijen et al., 2024) which I adapted for the present study. Using my positionality as an experienced PD facilitator, elementary general music teacher, and survivor of trauma & abuse, I reflexively analyzed and interpreted the data using my research questions and theoretical framework as a guide. Findings indicated that music teacher participants desired more concrete, actionable strategies for implementing trauma-informed approaches, specifically in the context of music teaching & learning. Teachers also demonstrated their awareness of trauma-informed approaches as connected to culture, diversity, inclusion, and equity. While teachers frequently commented on student behaviors when referencing trauma-informed practices, participants simultaneously problematized reactionary trauma-informed approaches and the notion of trauma being “brought into” schools. Instead, participants named their critical, active role in demonstrating emotional regulation. Further, teachers positioned the music classroom as a “natural” place to facilitate connection and support. Despite participants’ commitment to asset-based pedagogies, participant responses revealed how teachers may be perpetuating and sustaining deficit approaches in their attempts to enact trauma-informed approaches.