When the world shut down in the spring of 2020 due to COVID, most students found themselves navigating remote classes, disrupted routines and unexpected amounts of free time. For University of Wisconsin-Superior student Morgan Poettgen, those months of isolation sparked the beginning of a research journey – one rooted in family, curiosity and the desire to make life better for children and their caregivers.

Poettgen had just become an aunt. Her older sister welcomed a baby girl in May 2020, right as lockdowns took hold. Suddenly, with schools closed and calendars empty, Poettgen found herself with an unusual amount of time to support her sister through the challenges of first-time parenting.

“I got hyper-focused on researching child development,” said Poettgen. “I would dig through article after article, trying to understand the best evidence-based practices and then pass along the most important information to my sister.”

But behind the effort was an insight that stayed with her: parents desperately want to do what’s best for their children, yet few have the time, energy, or resources to sift through mountains of research to figure out how.

“That experience made me realize that even loving, well-intentioned parents often repeat outdated practices – not because they don’t care, but because they’re overwhelmed,” said Poettgen. “I kept thinking: What would my sister have done if she didn’t have someone with ‘COVID free time’ researching child development for her?”

The question lingered long after lockdowns lifted.

A Bigger Dream Takes Shape

By the time she graduated from Cherry Secondary School in Iron Junction, Minnesota – while simultaneously earning college credits at Mesabi Range College through PSEO – Poettgen had found a purpose that felt bigger than any single class or project.

Her dream: to one day build an organization that offers continuing education for parents and teachers on trauma-informed, evidence-based practices.

It was a long-term vision, but one she knew needed a solid foundation. That path led her to UW-Superior, where she declared a major in elementary education – grades K–9 and minors in instruction and special education – K–12.

A Research Opportunity Arrives

Poettgen’s academic interests caught the attention of Kelsey Benson, an assistant professor of teacher education in the Department of Education, who encouraged her to apply for the Summer Undergraduate Research Fellowship (SURF). When the two sat down to discuss possible research topics, her long-term goals resurfaced.

Together, they conducted a preliminary literature review. What they found was surprising: while trauma-informed parenting research existed for specific high-risk groups – foster, adoptive, and military families, for example – there was little information about general biological parents who didn’t fall into any demographic category.

“That gap jumped out at us,” said Poettgen. “If we want to support all families, we need to understand what all families know – and what they don’t.”

With that, Poettgen’s SURF project was born: “Trauma-Informed Parenting Practices: Exploring Opportunities and Barriers to Continuing Education for Caregivers of Young Children.”

Unexpected Insights

The project officially began in May and wrapped up in September. Participant recruitment proved challenging, ultimately relying on personal and professional networks. As a result, many participants came from more privileged backgrounds: stable jobs, flexible schedules and often a college education in child development or related fields.

Poettgen worried the results might be skewed. But what she discovered surprised her.

“Even in this more educated and well-supported group, most people struggled to name any local parenting resources,” she said. “They had support from family or faith communities, which is wonderful – but formal, accessible resources were basically invisible to them.”

If these highly resourced parents weren’t aware of available supports, she wondered how much harder it must be for families navigating financial stress, limited time or other barriers. Responses from participants in less advantaged circumstances seemed to confirm her concerns.

“It was heartbreaking, honestly,” Poettgen said. “But also validating. It showed that this work matters – that there is a real need for better access to evidence-based information for all parents.”

Presenting to a National Audience

Poettgen’s research found a wider platform when she presented at the 2025 Council of Public Liberal Arts Colleges (COPLAC) Conference. Though the format was entirely virtual – with prerecorded presentations and live Q&A sessions – the experience left a lasting impression.

“It was amazing to watch students from so many different disciplines engage with each other’s work,” Poettgen said. “People weren’t just asking questions to fill time. They were genuinely curious. That energy was incredible.”

Poettgen had presented once before at UWS’s Undergraduate Research Symposium, but the COPLAC Conference marked her first time sharing her findings beyond campus.

Looking Forward

Now in her senior year, preparing for her student teaching semester, she’s already thinking about where this research could go next. The project may have ended in September, but for Poettgen, it feels more like a beginning.

“This is just the foundation,” she said. “There’s so much more to explore, and so many ways to expand this work. I want to keep building toward that long-term goal of supporting parents and caregivers.”

Whether in a classroom, a research lab, or someday a community organization of her own, she’s determined to keep advocating for families – one study, one conversation and one caregiver at a time.

About UW-Superior’s Elementary Education – Grades K-9 Major

The quality, experience, support and flexibility of the elementary education – grades K-9 major at UW-Superior is what makes this program stand out. As an elementary education student, you will work with children in local classrooms early in your program and throughout your time at UW-Superior. Our instructors not only teach the latest in instructional methods but also provide techniques to support social-emotional development in diverse and inclusive classrooms.

Available on campus and online, the elementary education major prepares you to teach grades K-9 and requires an instruction minor. Additional licensure options are available in early childhood education, early childhood special education, and K-12 special education.