Phenomenological Study of the Influence of Student Adverse Childhood Experiences on the Social-Emotional Experiences of Novice Teachers in Urban Environments
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Authors
Banks, Robin
Issue Date
2026-06
Type
Dissertation
Language
en
Keywords
urban environments , ACEs , Novice teachers
Alternative Title
Abstract
Teacher shortages, retention issues, and an exodus from teaching due to workload demands have left school districts with little choice but to fill vacancies with novice teachers. Disproportionately placed in settings where they are likely to instruct students with adverse childhood experiences, novice teachers in urban environments possess unique experiences. This study explores the influence that the adverse childhood experiences of students have on novice elementary teachers in urban environments. The problem is that novice elementary teachers in urban environments are exposed to social-emotional stressors while working with large numbers of students with adverse childhood experiences, possibly contributing to teacher burnout, fatigue, and resignation. The purpose of this qualitative phenomenological study is to explore the feelings and experiences of novice elementary teachers working in urban school districts who are exposed to social-emotional stressors while working with large numbers of students with adverse childhood experiences. Participating in a series of interviews and document review, six novice teachers provided context and revealed trajectories toward burnout, fatigue, and resignation in their work with students with childhood adversities. The Modified Stevick-Colaizzi Keen method of data analysis and NVIVO were used to organize and analyze data collected from the study’s novice teachers. The findings reveal multiple internal and external factors related to the social-emotional experiences of novice teachers, influenced by the adversities of their students and how novice teachers cope with their feelings relative to student adversities. Implications for practice include providing novices with trauma-informed practices and holistic strategies for coping with job-related stress and burnout. Future research should further explore novice teachers in urban environments in their work with students facing adversity, including novices across diverse school contexts.