Cognitive Resilience in Special Education: Quantitative Insights into Trauma-Informed Interventions

Abstract

This study utilized quantitative methods to examine the correlation between trauma-informed therapies and cognitive resilience in kids receiving special education. A sample of participants was recruited from special education programs using a convenience sampling method. Data were obtained by employing validated measures of trauma-informed treatments and cognitive resilience. The data was analysed using descriptive statistics, bivariate correlation analyses, multiple regression analysis, and analysis of covariance. The findings demonstrated strong positive associations between trauma-informed treatments and cognitive resilience outcomes. Specifically, trauma-sensitive teaching approaches and tailored assistance were identified as major predictors of resilience. Moreover, those who took part in the high-trauma-informed treatments group had notably elevated cognitive resilience scores after the intervention, in contrast to those in the low and moderate groups. These findings emphasize the significance of trauma-informed strategies in bolstering the cognitive resilience of kids in special education. They offer useful insights for educators and policymakers who want to establish inclusive and supportive learning environments.