Problem Statement

Among communities with historical trauma (trauma across generations), indigenous communities are rarely the focus of research on Adverse Childhood Experiences (ACE's) and trauma although data shows the impact they have on a child's ability to function as evident through lower academic performance and increases in truancy, school dropout, suspension, expulsion and the need for mental-health services. A significant number of studies examine trauma with a narrow focus on the adverse situations of poverty, abuse and family incarceration. Very few studies examine the legacy of ACE's and trauma within a specific culture and community and there is little research as to how schools and districts are preparing teachers to work with students who have historical trauma. This research is significant due to the repercussions ACE's and trauma have on the current and future quality of life for students and the findings of this research will address the fundamental issue of historical trauma, how to break its generational cycle?

The aim of this study is to examine the academic effects historical trauma has on the indigenous student population in Michigan, a state with 12 federally recognized tribal nations and numerous other indigenous groups that are not recognized, with the intent to identify how best to prepare teachers with training and professional development in trauma practices that are culturally relevant. The study will examine how teacher preparation provides a sense of confidence and competence when teaching in schools and districts with high indigenous student populations that have historical trauma.