What can teachers do to help young people exposed to traumatic events? Young peoples’ perspectives

What can teachers do to help young people exposed to traumatic events? Young peoples’ perspectives

Trauma in childhood is highly prevalent and can significantly impact students’ social, emotional, behavioural, and learning outcomes. With a growing interest in trauma-informed education, limited research directly engages with young people’s views on how educators and schools can support students exposed to trauma. This qualitative study explored the perspectives of young people on what actions teachers should engage in, and also avoid, to support young people exposed to traumatic events. Responses from 159 young people collected via an anonymous survey were analysed using thematic analysis. Several important themes were highlighted, with
an emphasis placed on teachers as a pathway to support, the importance of adapting curriculum and practices to meet students’ needs, and minimising behaviours that risk further harm or trauma. Participants stressed the importance of privacy and confidentiality, and the need for teachers to minimise behaviours that marginalise, exclude or perpetuate inequity, as these factors can discourage young people from seeking help. Implications from this study emphasise the need to incorporate young people’s perspectives when developing and implementing school trauma
programs and policies. Further recommendations include the need for increased access to professional development in trauma-informed practices in education, along with resources to assist teachers in supporting young people exposed to trauma.