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Homophily Effect in Trauma-Informed Classroom Training for School Personnel
Alexis Zickafoose1, Gary Wingenbach1, Sana Haddad2
1Department of Agricultural Leadership, Education and Communications, Texas A&M University, 2116 TAMU, 600 John Kimbrough Blvd., College Station, TX 77843, USA.
Summary
Training school staff in trauma-informed classroom (TIC) practices is crucial for youth mental health. Peer-led or expert-led TIC training effectively improves staff knowledge and perceptions of adverse childhood experiences (ACEs).
Area of Science:
- Education
- Psychology
- Public Health
Background:
- National shortage of youth mental health professionals.
- Need for school staff to support youth with behavioral and mental health issues.
- Trauma-Informed Classroom (TIC) practices can increase awareness of Adverse Childhood Experiences (ACEs).
Purpose of the Study:
- Determine the effect of homophily on participants' perceptions or knowledge of TIC training.
- Evaluate the effectiveness of peer trainers versus expert trainers in TIC.
- Assess the impact of TIC training on educators in districts affected by trauma.
Main Methods:
- TIC training offered by Mental Health America of Greater Houston (MHAGH) from 2019-2020.
- Proportional stratified random samples of educators from nine Texas school districts.
- Perception measured via five-point scales; knowledge assessed with content-specific questions.
- Independent t-tests and two-way ANOVA used for analysis.
Main Results:
- No significant interaction effects found between trainer type and test type.
- No significant differences in perception or knowledge based on trainer type (peer vs. expert).
- TIC training is equally effective when delivered by peers or experts.
Conclusions:
- Homophilous (peer) and heterophilous (expert) trainers are equally effective in TIC delivery.
- High-quality TIC training can enhance school staff's use of supportive practices.
- MHAGH's train-the-trainer model effectively supports educators assisting youth affected by ACEs and stressors.
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