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Masters of Arts in Faith-Based Secondary Education Specialization in Trauma Informed Education

Academic unitHBIU College of Education and Human DevelopmentTotal credits60Estimated duration2 years

Program Overview

Official program overview

Program Overview

Degree abbreviation

M.A. in Faith-Based Secondary Education Specialization in Trauma Informed Education

Total program length

60 graduate semester credit hours

Normal completion time

Two academic years of full-time study

Advanced educational theory and practice core

27 credit hours

Research, assessment, and program evaluation

12 credit hours

Professional application and field experience

12 credit hours

Graduate capstone requirement

9 credit hours

The Master of Arts in Faith-Based Secondary Education with a specialization in Trauma-Informed Education is a comprehensive graduate program designed for educators seeking to integrate pedagogical excellence with an empathetic, resilient approach to student support. This program explores the intersection of secondary educational theory and the practical application of trauma-informed frameworks within diverse learning environments, emphasizing the development of supportive, inclusive, and effective instructional strategies. Students engage in rigorous academic inquiry, analyzing the complexities of secondary education through the lens of institutional stewardship, servant leadership, and the cultivation of holistic student growth. Graduates are prepared to navigate the challenges of the modern classroom by fostering environments that prioritize student wellbeing, emotional safety, and cognitive engagement. By focusing on evidence-based practices that address the impact of adverse experiences on student learning, this program equips educators to serve with professionalism and ethical integrity. The curriculum emphasizes the transformation of educational spaces into communities of care, encouraging graduates to apply specialized knowledge to advocate for equitable opportunities and learner-centered excellence.

The 60-credit master's program provides advanced preparation in Faith-Based Secondary Education Specialization in Trauma Informed Education theory, human behavior, ethics, assessment awareness, research, program evaluation, crisis response, leadership, referral, and faith-based secondary education specialization in trauma informed education-support services.

The graduate capstone may include: An applied research study; A community needs assessment; A faith-based secondary education specialization in trauma informed education-support program; A professional training manual; A program-development and evaluation project; Another faculty-approved scholarly project.

The program is designed for completion within two academic years by students maintaining the University's prescribed full-time course load. Part-time students may require additional time.

Florida establishes a minimum of 24 semester credits beyond the bachelor's degree for a master's program. The University's 60-credit requirement is an institutional academic standard that exceeds that minimum.

Program Facts

Program facts

Degree abbreviation
M.A. in Faith-Based Secondary Education Specialization in Trauma Informed Education
Total program length
60 graduate semester credit hours
Normal completion time
Two academic years of full-time study
Academic unit
HBIU College of Education and Human Development
Total credits
60
Duration
2 years

Program Description

Official program description

Learning Outcomes

Student learning outcomes

  • Analyze the neurobiological and psychological impacts of trauma on adolescent cognitive and social development.
  • Evaluate diverse pedagogical theories and their effectiveness in secondary classroom environments.
  • Apply trauma-informed instructional design strategies to improve student academic outcomes and institutional stability.
  • Design comprehensive educational interventions that reflect principles of servant leadership and ethical stewardship.
  • Communicate research-based insights to diverse stakeholders to advocate for supportive learning cultures.
  • Integrate social-emotional learning frameworks into secondary curricula to facilitate comprehensive student growth.
  • Develop a capstone project that demonstrates the professional application of trauma-responsive educational practices.
  • Course Outline
  • Semester 1 — Year 1
  • Code
  • Title
  • Credits
  • Prerequisites
  • EDU 501
  • Advanced Foundations of Secondary Education
  • 4
  • None
  • EDU 505
  • Adolescent Development and Learning Theory
  • 4
  • None
  • RES 510
  • Research Methods in Educational Settings
  • 4
  • None
  • EDU 515
  • Ethical Leadership in Schools
  • 3
  • None
  • EDU 501 — Advanced Foundations of Secondary Education: This course examines the evolution of secondary education and the philosophical underpinnings of modern classroom practice. Students analyze the role of the educator as a steward of learning in diverse cultural and academic contextsThis course prepares students in supporting faith-based, nonprofit, community organizations' missions..
  • EDU 505 — Adolescent Development and Learning Theory: Students explore the psychological and physiological shifts occurring during adolescence. The course emphasizes how these developmental markers influence cognitive reception and classroom behavioral responsesThis course prepares students in supporting faith-based, nonprofit, community organizations' missions..
  • RES 510 — Research Methods in Educational Settings: This course provides an introduction to qualitative and quantitative research designs relevant to education. Students learn to evaluate academic literature and propose evidence-based solutions for classroom challengesThis course prepares students in supporting faith-based, nonprofit, community organizations' missions..
  • EDU 515 — Ethical Leadership in Schools: Participants study the application of servant leadership within the administrative and instructional tiers of secondary education. Emphasis is placed on integrity, accountability, and the ethical management of institutional resourcesThis course prepares students in supporting faith-based, nonprofit, community organizations' missions..
  • Semester 2 — Year 1
  • Code
  • Title
  • Credits
  • Prerequisites
  • EDU 602
  • Principles of Trauma-Informed Education
  • 4
  • EDU 505
  • COU 610
  • Crisis Intervention and Resilience Building
  • 4
  • EDU 602
  • EDU 620
  • Differentiated Instruction for Diverse Learners
  • 4
  • EDU 501
  • EDU 625
  • Community Engagement and Parent Partnerships
  • 3
  • None
  • EDU 602 — Principles of Trauma-Informed Education: This course covers the foundational science of trauma and its implications for the secondary learning environment. Students evaluate strategies for creating safe and consistent environments that foster student regulationThis course prepares students in supporting faith-based, nonprofit, community organizations' missions..
  • COU 610 — Crisis Intervention and Resilience Building: Students learn to identify students in distress and implement appropriate school-based support protocols. The course highlights collaborative strategies for building long-term resilience among secondary student populationsThis course prepares students in supporting faith-based, nonprofit, community organizations' missions..
  • EDU 620 — Differentiated Instruction for Diverse Learners: This course focuses on designing curricula that meet the varied needs of students, including those impacted by adverse experiences. Participants practice modifying assignments to ensure equitable access to learning objectivesThis course prepares students in supporting faith-based, nonprofit, community organizations' missions..
  • EDU 625 — Community Engagement and Parent Partnerships: Students investigate strategies for building sustainable partnerships with families and local communities. The course emphasizes the importance of a coordinated, wrap-around approach to student successThis course prepares students in supporting faith-based, nonprofit, community organizations' missions..
  • Semester 3 — Year 2
  • Code
  • Title
  • Credits
  • Prerequisites
  • EDU 701
  • Curriculum Design for Resilient Schools
  • 4
  • EDU 620
  • EDU 710
  • Behavioral Management in the Secondary Classroom
  • 4
  • EDU 602
  • RES 720
  • Advanced Data Analysis in Education
  • 4
  • RES 510
  • EDU 730
  • Special Topics in Educational Equity
  • 4
  • None
  • EDU 701 — Curriculum Design for Resilient Schools: This course involves the creation of comprehensive secondary curricula that integrate social-emotional learning into standard academic subjects. Students analyze existing frameworks to design more responsive instructional modelsThis course prepares students in supporting faith-based, nonprofit, community organizations' missions..
  • EDU 710 — Behavioral Management in the Secondary Classroom: Students apply trauma-informed theories to behavioral management, moving away from punitive models toward restorative practices. Emphasis is placed on maintaining classroom safety and instructional flowThis course prepares students in supporting faith-based, nonprofit, community organizations' missions..
  • RES 720 — Advanced Data Analysis in Education: Building on previous research coursework, students conduct advanced analysis of educational data to identify trends in student progress. This course prepares students for the rigorous requirements of their capstone projectThis course prepares students in supporting faith-based, nonprofit, community organizations' missions..
  • EDU 730 — Special Topics in Educational Equity: Students examine current systemic issues that influence equity in secondary education. The course encourages critical discussion regarding policy and practice to improve educational outcomes for vulnerable populationsThis course prepares students in supporting faith-based, nonprofit, community organizations' missions..
  • Semester 4 — Year 2
  • Code
  • Title
  • Credits
  • Prerequisites
  • CAP 800
  • Capstone Project: Implementation and Analysis
  • 4
  • RES 720
  • CAP 801
  • Capstone Defense and Professional Portfolio
  • 4
  • CAP 800
  • EDU 810
  • Seminar in Professional Practice
  • 4
  • None
  • EDU 820
  • Global Perspectives on Educational Systems
  • 4
  • None
  • CAP 800 — Capstone Project: Implementation and Analysis: In this capstone experience, students implement a trauma-informed project in an educational setting. The course requires documentation of findings and an analysis of the intervention's impact on learningThis course prepares students in supporting faith-based, nonprofit, community organizations' missions..
  • CAP 801 — Capstone Defense and Professional Portfolio: Students finalize their capstone research and curate a professional portfolio highlighting their mastery of the program outcomes. The semester concludes with a formal defense of their work before facultyThis course prepares students in supporting faith-based, nonprofit, community organizations' missions..
  • EDU 810 — Seminar in Professional Practice: This seminar transitions students into professional roles, focusing on workplace communication, organizational culture, and advocacy. Students refine their approach to leadership and professional presenceThis course prepares students in supporting faith-based, nonprofit, community organizations' missions..
  • EDU 820 — Global Perspectives on Educational Systems: This final course surveys secondary educational structures in different global contexts. Students synthesize their learning to propose improvements for educational systems through an international and stewardship-oriented lensThis course prepares students in supporting faith-based, nonprofit, community organizations' missions..

Admission Requirements

Admission and entry requirements

Applicants must hold a bachelor's degree from an accredited institution with a minimum cumulative undergraduate GPA of 3.0. Admission materials include a professional resume, a statement of purpose outlining the applicant's philosophy of education, and two letters of recommendation from professional or academic supervisors. Career Opportunities Secondary Education Specialist School-Based Behavioral Interventionist Educational Program Coordinator Student Support Services Director Curriculum Development Specialist Educational Consultant for Trauma-Informed Initiatives Academic Coach and Mentor Important Notices The program educates ethical professionals who demonstrate technical excellence, servant leadership, professional integrity, and a commitment to apply sound principles to advance faith-based organizations, strengthen communities, and contribute responsibly. HBIU is a lawfully operating nonpublic faith-based postsecondary institution that maintains its status under section 1005.06(1)(f), Florida Statutes. The University annually affirms its compliance with the requirements applicable to faith-based institutions in Florida through Commission for Independent Education. HBIU accreditation from QAHE (for quality assurance in pre-tertiary and higher education mechanisms). QAHE offers globally recognized accreditation and quality assurance for higher education, training providers, and professional institutions worldwide. Students should consider the nature and scope of this recognition in relation to their individual certification and professional goals. Transfer credit is evaluated individually based on course content, credit hours, grades, institutional documentation, program requirements, and applicable university policies. Although HBIU provides academically structured programs, no institution can guarantee that another college, university, employer, licensing board, or credential-evaluation service will accept its credits or credentials. Students are encouraged to obtain advance written confirmation from the intended receiving organization. The program develops academic knowledge and applied competencies for service in faith-based organizations, nonprofit institutions, community programs, and related professional environments. Some occupations associated with the subject area may be regulated by governmental or professional authorities. A degree from HBIU demonstrates completion of the University's academic requirements but does not, by itself, confer professional licensure or legal authority to perform regulated services. Where a program is related to an external certification, eligibility is determined exclusively by the applicable certifying organization. Certification bodies may establish additional requirements involving education, examinations, experience, background screening, continuing education, or membership. HBIU does not guarantee certification eligibility or examination approval unless a formal written agreement expressly provides otherwise. Career and occupational information is provided to help students make informed educational decisions. Employment outcomes depend on factors such as the graduate's experience, geographic location, professional qualifications, employer requirements, economic conditions, interviewing ability, and any applicable licensure or certification requirements. Completion of a program does not constitute a promise of employment, promotion, job placement, or a particular occupational title. This program is delivered through online instruction. Students must have access to the technology, equipment, internet service, software, and learning resources identified in the University's technology requirements. Internship or field-experience participation is subject to academic eligibility, site availability, supervisor approval, and the requirements of the participating organization. The University assists students with the placement process but cannot guarantee placement with a particular organization, supervisor, location, or schedule. Students are responsible for reviewing the catalog, understanding program requirements, providing accurate information, meeting academic and financial obligations, and verifying whether the program supports their intended educational or professional goals. Completion of a University program does not authorize a graduate to use a professional title that is protected or restricted by law. Graduates must use titles that accurately reflect their education, credentials, employment role, and current licensure or certification status. Degree abbreviation | M.A. in Faith-Based Secondary Education Specialization in Trauma Informed Education Total program length | 60 graduate semester credit hours Normal completion time | Two academic years of full-time study Advanced educational theory and practice core | 27 credit hours Research, assessment, and program evaluation | 12 credit hours Professional application and field experience | 12 credit hours Graduate capstone requirement | 9 credit hours Code | Title | Credits | Prerequisites EDU 501 | Advanced Foundations of Secondary Education | 4 | None EDU 505 | Adolescent Development and Learning Theory | 4 | None RES 510 | Research Methods in Educational Settings | 4 | None EDU 515 | Ethical Leadership in Schools | 3 | None Code | Title | Credits | Prerequisites EDU 602 | Principles of Trauma-Informed Education | 4 | EDU 505 COU 610 | Crisis Intervention and Resilience Building | 4 | EDU 602 EDU 620 | Differentiated Instruction for Diverse Learners | 4 | EDU 501 EDU 625 | Community Engagement and Parent Partnerships | 3 | None Code | Title | Credits | Prerequisites EDU 701 | Curriculum Design for Resilient Schools | 4 | EDU 620 EDU 710 | Behavioral Management in the Secondary Classroom | 4 | EDU 602 RES 720 | Advanced Data Analysis in Education | 4 | RES 510 EDU 730 | Special Topics in Educational Equity | 4 | None Code | Title | Credits | Prerequisites CAP 800 | Capstone Project: Implementation and Analysis | 4 | RES 720 CAP 801 | Capstone Defense and Professional Portfolio | 4 | CAP 800 EDU 810 | Seminar in Professional Practice | 4 | None EDU 820 | Global Perspectives on Educational Systems | 4 | None

Protected Curriculum

Complete program outline available after verification

Career Opportunities

Career opportunities

Career Opportunities

  • Secondary Education Specialist
  • School-Based Behavioral Interventionist
  • Educational Program Coordinator
  • Student Support Services Director
  • Curriculum Development Specialist
  • Educational Consultant for Trauma-Informed Initiatives
  • Academic Coach and Mentor

Additional Official Information

Additional source information

Important Notices

  • The program educates ethical professionals who demonstrate technical excellence, servant leadership, professional integrity, and a commitment to apply sound principles to advance faith-based organizations, strengthen communities, and contribute responsibly.
  • HBIU is a lawfully operating nonpublic faith-based postsecondary institution that maintains its status under section 1005.06(1)(f), Florida Statutes. The University annually affirms its compliance with the requirements applicable to faith-based institutions in Florida through Commission for Independent Education.
  • HBIU accreditation from QAHE (for quality assurance in pre-tertiary and higher education mechanisms). QAHE offers globally recognized accreditation and quality assurance for higher education, training providers, and professional institutions worldwide. Students should consider the nature and scope of this recognition in relation to their individual certification and professional goals.
  • Transfer credit is evaluated individually based on course content, credit hours, grades, institutional documentation, program requirements, and applicable university policies. Although HBIU provides academically structured programs, no institution can guarantee that another college, university, employer, licensing board, or credential-evaluation service will accept its credits or credentials. Students are encouraged to obtain advance written confirmation from the intended receiving organization.
  • The program develops academic knowledge and applied competencies for service in faith-based organizations, nonprofit institutions, community programs, and related professional environments. Some occupations associated with the subject area may be regulated by governmental or professional authorities. A degree from HBIU demonstrates completion of the University's academic requirements but does not, by itself, confer professional licensure or legal authority to perform regulated services.
  • Where a program is related to an external certification, eligibility is determined exclusively by the applicable certifying organization. Certification bodies may establish additional requirements involving education, examinations, experience, background screening, continuing education, or membership. HBIU does not guarantee certification eligibility or examination approval unless a formal written agreement expressly provides otherwise.
  • Career and occupational information is provided to help students make informed educational decisions. Employment outcomes depend on factors such as the graduate's experience, geographic location, professional qualifications, employer requirements, economic conditions, interviewing ability, and any applicable licensure or certification requirements. Completion of a program does not constitute a promise of employment, promotion, job placement, or a particular occupational title.
  • This program is delivered through online instruction. Students must have access to the technology, equipment, internet service, software, and learning resources identified in the University's technology requirements.
  • Internship or field-experience participation is subject to academic eligibility, site availability, supervisor approval, and the requirements of the participating organization. The University assists students with the placement process but cannot guarantee placement with a particular organization, supervisor, location, or schedule.
  • Students are responsible for reviewing the catalog, understanding program requirements, providing accurate information, meeting academic and financial obligations, and verifying whether the program supports their intended educational or professional goals.
  • Completion of a University program does not authorize a graduate to use a professional title that is protected or restricted by law. Graduates must use titles that accurately reflect their education, credentials, employment role, and current licensure or certification status.
  • Degree abbreviation | M.A. in Faith-Based Secondary Education Specialization in Trauma Informed Education
  • Total program length | 60 graduate semester credit hours
  • Normal completion time | Two academic years of full-time study
  • Advanced educational theory and practice core | 27 credit hours
  • Research, assessment, and program evaluation | 12 credit hours
  • Professional application and field experience | 12 credit hours
  • Graduate capstone requirement | 9 credit hours
  • Code | Title | Credits | Prerequisites
  • EDU 501 | Advanced Foundations of Secondary Education | 4 | None
  • EDU 505 | Adolescent Development and Learning Theory | 4 | None
  • RES 510 | Research Methods in Educational Settings | 4 | None
  • EDU 515 | Ethical Leadership in Schools | 3 | None
  • Code | Title | Credits | Prerequisites
  • EDU 602 | Principles of Trauma-Informed Education | 4 | EDU 505
  • COU 610 | Crisis Intervention and Resilience Building | 4 | EDU 602
  • EDU 620 | Differentiated Instruction for Diverse Learners | 4 | EDU 501
  • EDU 625 | Community Engagement and Parent Partnerships | 3 | None
  • Code | Title | Credits | Prerequisites
  • EDU 701 | Curriculum Design for Resilient Schools | 4 | EDU 620
  • EDU 710 | Behavioral Management in the Secondary Classroom | 4 | EDU 602
  • RES 720 | Advanced Data Analysis in Education | 4 | RES 510
  • EDU 730 | Special Topics in Educational Equity | 4 | None
  • Code | Title | Credits | Prerequisites
  • CAP 800 | Capstone Project: Implementation and Analysis | 4 | RES 720
  • CAP 801 | Capstone Defense and Professional Portfolio | 4 | CAP 800
  • EDU 810 | Seminar in Professional Practice | 4 | None
  • EDU 820 | Global Perspectives on Educational Systems | 4 | None