Multi-Tiered Culturally Responsive Behavior Support: A Qualitative Study of Trauma-Informed Education in an Australian Primary School

Article


Schimke, Dayna, Krishnamoorthy, Govind, Ayre, Kay, Berger, Emily and Rees, Bronwyn. 2022. "Multi-Tiered Culturally Responsive Behavior Support: A Qualitative Study of Trauma-Informed Education in an Australian Primary School." Frontiers in Education. 7, pp. 1-11. https://doi.org/10.3389/feduc.2022.866266
Article Title

Multi-Tiered Culturally Responsive Behavior Support: A Qualitative Study of Trauma-Informed Education in an Australian Primary School

ERA Journal ID212558
Article CategoryArticle
AuthorsSchimke, Dayna (Author), Krishnamoorthy, Govind (Author), Ayre, Kay (Author), Berger, Emily (Author) and Rees, Bronwyn (Author)
Journal TitleFrontiers in Education
Journal Citation7, pp. 1-11
Article Number866266
Number of Pages11
Year2022
PublisherFrontiers Research Foundation
Place of PublicationSwitzerland
ISSN2504-284X
Digital Object Identifier (DOI)https://doi.org/10.3389/feduc.2022.866266
Web Address (URL)https://www.frontiersin.org/articles/10.3389/feduc.2022.866266/full
Abstract

There is growing awareness of the impact of intergenerational trauma and community disadvantage on the educational achievement of Aboriginal and Torres Strait Islander (First Nations) children in Australia. Scholars have identified the need for culturally responsive and trauma-informed approaches to complement existing disciplinary and behavior support practices utilized in schools. This pilot research project explored the experiences of primary school teachers who were supported to implement traumainformed practices in a regional primary school with a large number of First Nations students. Qualitative interviews with eight teachers were conducted after a 3-year (2017–2020) implementation of the Trauma-Informed Behavior Support (TIBS) program. Using a thematic analysis approach, the study identified the following themes: changes in teacher knowledge about the impact of intergenerational trauma, acknowledgment of the multi-systemic influences on student behavior difficulties, increased self-efficacy in providing culturally safe learning environments and strategies for building relationships with First Nations students. The findings offer insights into factors that support the successful and sustainable implementation of culturally responsive and trauma-informed practices in primary school settings.

Keywordsadverse childhood experience (ACE), culturally responsive and trauma-informed practice, primary school, multi-tiered system of supports (MTSS), trauma informed care (TIC)
ANZSRC Field of Research 2020390304. Primary education
390407. Inclusive education
520102. Educational psychology
520302. Clinical psychology
Byline AffiliationsSchool of Psychology and Counselling
Edith Cowan University
Monash University
Young Minds Psychology, Australia
Institution of OriginUniversity of Southern Queensland
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