Multi-Tiered Culturally Responsive Behavior Support: A Qualitative Study of Trauma-Informed Education in an Australian Primary School
Article
Article Title | Multi-Tiered Culturally Responsive Behavior Support: A Qualitative Study of Trauma-Informed Education in an Australian Primary School |
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ERA Journal ID | 212558 |
Article Category | Article |
Authors | Schimke, Dayna (Author), Krishnamoorthy, Govind (Author), Ayre, Kay (Author), Berger, Emily (Author) and Rees, Bronwyn (Author) |
Journal Title | Frontiers in Education |
Journal Citation | 7, pp. 1-11 |
Article Number | 866266 |
Number of Pages | 11 |
Year | 2022 |
Publisher | Frontiers Research Foundation |
Place of Publication | Switzerland |
ISSN | 2504-284X |
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. |
Keywords | adverse 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 2020 | 390304. Primary education |
390407. Inclusive education | |
520102. Educational psychology | |
520302. Clinical psychology | |
Byline Affiliations | School of Psychology and Counselling |
Edith Cowan University | |
Monash University | |
Young Minds Psychology, Australia | |
Institution of Origin | University of Southern Queensland |
https://research.usq.edu.au/item/q75z8/multi-tiered-culturally-responsive-behavior-support-a-qualitative-study-of-trauma-informed-education-in-an-australian-primary-school
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