Date of Award
Spring 5-15-2026
Document Type
Dissertation
Degree Name
Doctor of Philosophy
Major
Educational Studies
First Advisor
Dr. John Ciesluk
Second Advisor
Dr. Patricia Crain deGalarce
Third Advisor
Dr. Jennifer deChiara
Abstract
The phenomenon of school shootings is a frightening reality for parents, teachers, and students. Schools should be safe spaces for children; instead, classrooms are spaces in which acts of horrific violence in classrooms occur far too often. Perpetrators of school violence almost always leave a destructive path of warning signs. These warning signs are often exhibited through asocial evidence identifiable in their early years. This phenomenological study examined ways that elementary educators have identified and intervened with students exhibiting asocial evidence associated with school violence risk. An online survey collected qualitative and quantitative data from forty-four elementary educators. Eight of those educators elected to continue participation through an in-depth interview. Three research questions guided the study and explored the capacity of elementary educators to identify and intervene with students needing support. Significant statements gleaned from both the survey and interview portions of the study were collected, coded, and disaggregated. Findings from this analysis revealed that identifying and intervening with students displaying asocial evidence associated with school violence risk is the responsibility of both classroom teachers and nonclassroom staff and faculty. Elementary educators revealed that they are able to readily and easily identify students in need of support but have limited capacity to intervene. Participants indicated that their primary intervention involves building a trusting and authentic relationship with their students. Numerous barriers impact the ability of elementary educators to effectively identify and intervene with students, including lack of time, training, and support staff. Key recommendations encourage schools to build the capacity of elementary educators to independently and confidently intervene with students once warning signs are identified. Investing in growing the skill-set of elementary educators to identify and intervene with students displaying asocial evidence associated with school violence risk can result in safer schools, better supported students, and ultimately, may save lives.
Recommended Citation
McDavitt, Karen Elizabeth, "A Phenomenological Study of Elementary Educators’ Experiences Identifying and Responding to Student Asocial Evidence Associated with School Violence Risk" (2026). Educational Studies Dissertations. 32.
https://digitalcommons.lesley.edu/educational_studies_dissertations/32
