Dr. Laura Beth Hayes, principal at North Park Elementary, told the Hardin County Board of Education that a yearlong doctoral project and school-year pilot of trauma‑informed interventions increased teachers’ confidence and reduced classroom disruption.

Hayes said the study began with a volunteer cohort of 24 Hardin County educators (20 completed the full year) who received deeper, practice‑focused training and then used classroom "calm‑down" kits for a six‑week intervention. She reported measurable gains in several areas and asked the district to continue supporting training, resources and broader rollout.

Hayes told the board that the project used improvement‑science methods to test small changes over time and that her objective was practical: move beyond awareness of trauma toward giving teachers concrete tools to de‑escalate and help students self‑regulate. She said teachers in the cohort already rated their administrative support highly (about 85 percent), but many reported inadequate training (about 95 percent) and lack of resources (about 90 percent).

The pilot combined an expanded training series delivered with the special education department and school psychologists, followed by classroom implementation of calm‑down kits — boxes of sensory and self‑regulation tools plus reflection sheets. Hayes said teachers trained other staff in a train‑the‑trainer model and that, after six weeks using the kits, 60 percent of surveyed staff reported an improved classroom environment and 65 percent reported improved student focus.

Hayes described specific classroom practices introduced during the training (regulation techniques, small‑group modeling and reflection), and she recounted teachers’ feedback: requests for more varied check‑in sheets, additional tactile items and more time to teach students how to use the resources. She said the pilot showed the tools supported adaptive change in staff behavior when paired with hands‑on coaching, not just policy awareness.

She also described real‑world effects: her son’s progress as an example of how focused support and sustained interventions can change outcomes for students who have experienced trauma.

Hayes outlined next steps already underway: the district has trained 50 more educators over the summer, she has been invited to present at statewide events and she will teach a course at Western next semester; she said there are conversations about grants and broader pre‑service training for trauma‑informed care. Hayes thanked district staff for support and invited questions from the board.

Board members asked about kit development and evidence behind items included; Hayes said she consulted occupational therapists, physical therapists, counselors and district OTs and PTs, and that the kit design relied on a mix of published research and practitioner input.

Hayes concluded by urging continued district backing for evidence‑based training and modest classroom resources to sustain the gains the pilot demonstrated.