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Balancing the Needs of the School Community: Implementing Trauma-Informed Behaviour Supports in an Australian Regional Primary School
- Source :
-
Australian Journal of Teacher Education . Sep 2022 47(9):43-61. - Publication Year :
- 2022
-
Abstract
- Exposure to adverse and traumatic events in childhood has been found to lead to poorer academic and social-emotional outcomes in school settings. The psychological impact of exposure to such events, referred to as childhood trauma, has been identified as a key driver of these educational difficulties. First Nations students have been found to experience higher rates of childhood trauma compared to non-First Nations students, with historical and intergenerational adversity contributing to such difficulties. There are national guidelines in Australia for the use of trauma-informed care practices in schools to reduce the impact of childhood trauma on educational engagement. This pilot case study examines teachers' experiences in a regional school implementing trauma-informed practices with First Nations students. Findings highlight the complexities of balancing students' safety and belonging with teachers' professional and personal needs in sustaining trauma-informed practice. Implications for implementing trauma-informed education with First Nations communities are discussed.
Details
- Language :
- English
- ISSN :
- 0313-5373 and 1835-517X
- Volume :
- 47
- Issue :
- 9
- Database :
- ERIC
- Journal :
- Australian Journal of Teacher Education
- Publication Type :
- Academic Journal
- Accession number :
- EJ1384615
- Document Type :
- Journal Articles<br />Reports - Research<br />Tests/Questionnaires