A Phenomenological Study of Teacher Experiences with Implementation of Crisis Prevention and Intervention in Military-Connected Schools

The purpose of this transcendental, phenomenological study was to describe the lived experiences of educators with classroom-based crises at military-connected schools and the crisis prevention and intervention training they have received. Knowles’ theory on adult education guided this study as it provides a useful framework for evaluating the provision and implementation of effective staff training. This qualitative study followed a phenomenological research design and involved 10 special education and general education teachers from military-connected schools. Sources of data included interviews, letters to new teachers, and a focus group. Data gathered was analyzed using the procedures of phenomenological reduction, imaginative variation, and the creation of textural and structural descriptions as viewed through the lens of adult learning theory. Epoche was used to suspend judgment and provide a measure of neutrality in the review of data. Additionally, literature was identified and discussed as it relates to crisis prevention and intervention in the classroom. Three overall themes were identified from the results of the study: de-escalation, prevention, and support. Within each theme, coding activities identified participant’s strong feelings regarding de-escalation best practices, the importance of calm, training issues, support for students of deployed service members and the need for support from administration and parents.