Research

I am a researcher!

I have published a book, chapters in books, and several journal articles on these topics.

I am passionate about learning more, improving my own practice, and seeking ways to improve the educational system by sharing the stories and experiences of our most vulnerable students.

My deepest desire is for all students to feel welcome, safe, and cared for in their classrooms, so that they can begin to grow and develop socially and academically.

In order for this to happen, we, as teachers, must understand what trauma does to the brain and how it can and will impact their ability to function so that we can accurately interpret these actions and respond appropriately.

To that end, my research strives to tell the stories of students who have had significant challenges in an effort to affect change.

I have published a book, chapters in books, and several journal articles on these topics. Those I am able to freely share on this site, you find here. Others will be added as contracts allow.

I hope you find the articles helpful. If you are interested in engaging in a conversation with me about any of these articles, please send me an email at traumainformeded@gmail.com.

Recent Research

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2019

Trauma-Informed School Practices: Building Expertise to Transform Schools

This textbook represents the combined insight and experience of Morton, a k12 educator, and Berardi, a psychotherapist, both of whom are also university educators.

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2018

Creating a trauma-informed rural community:

Morton, B.M. & Berardi, A. (accepted & in press, 2018). Creating a trauma-informed rural community: A university-school district model. A chapter accepted for a volume in the Current Perspectives on School/University/Community Research Series, Information Age Publishing.

http://www.infoagepub.com/products/Making-a-Positive-Impact-in-Rural-Places

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The grip of trauma:

Morton, B. (2018). The grip of trauma:  How trauma disrupts the academic aspirations of foster youth. Child Abuse & Neglect.74, 73-81.

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2017

Growing up fast:

Morton, B. (2017).  Growing up fast: Implications for foster youth when self-reliance and adulthood collide. Children & Youth Services Review, 82, 156-161.

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Trauma-informed school programming:

Morton, B.M. & Berardi, A. (2017).  Trauma-informed school programming: Applications for Mental Health professionals and Educator partnerships. Journal of Child and Adolescent Trauma.

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Maximizing academic success for foster care students:

Berardi, A. & Morton, B. (2017).  Maximizing academic success for foster care students: A trauma-informed approach. The Journal of At-Risk Issues, 20(1), 10-16.

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2016

Engagement:

Morton, B. (2016). Engagement: Critical to academic success. National Dropout Prevention Center/Network Newsletter 26(2).

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The power of community:

Morton, B. (2016).  The power of community:  How foster parents, teachers, and community members support academic achievement for foster youth. Journal of Research in Childhood Education, (30)1, 99-112.

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2015

Seeking safety, finding abuse:

Morton, B. (2015).  Seeking safety, finding abuse: Stories from foster youth on maltreatment and its impact on academic achievement. Child & Youth Services,36(3), 205-225.

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Barriers to academic achievement for foster youth:

Morton, B.M. (2015).  Barriers to academic achievement for foster youth:  The story behind the statistics. Journal of Research in Childhood Education,(29)4, 476-491.

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2013

Barriers to post-secondary enrollment for former foster youth:

Morton, B. (2013). Barriers to post-secondary enrollment for former foster youth: How teachers can make a difference, Northwest Journal of Teacher Education, 11(2), 44-65.

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2012

Foster youth and post-secondary education:

Morton, B. (2012).  Foster youth and post-secondary education: A study of the barriers and supports that led to academic achievement. (Doctoral Dissertation) George Fox University, Newberg, OR.

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