Australian Teachers’ Perception of their Preparedness to Teach Traumatised Students: A Systematic Literature Review

Article


Oberg, Glenys and Bryce, India. 2022. "Australian Teachers’ Perception of their Preparedness to Teach Traumatised Students: A Systematic Literature Review." Australian Journal of Teacher Education. 47 (2), pp. 76-101. https://doi.org/10.14221/ajte.2022v47n2.6
Article Title

Australian Teachers’ Perception of their Preparedness to Teach Traumatised Students: A Systematic Literature Review

ERA Journal ID20742
Article CategoryArticle
AuthorsOberg, Glenys (Author) and Bryce, India (Author)
Journal TitleAustralian Journal of Teacher Education
Journal Citation47 (2), pp. 76-101
Article Number6
Number of Pages26
Year2022
PublisherEdith Cowan University
Place of PublicationAustralia
ISSN0313-5373
Digital Object Identifier (DOI)https://doi.org/10.14221/ajte.2022v47n2.6
Web Address (URL)https://ro.ecu.edu.au/ajte/vol47/iss2/6/
Abstract

There are many studies documenting the negative impacts of trauma in childhood. However, despite schools and teachers being a known protective factor which have the potential to modify the negative impacts of complex trauma, limited research examining the perspectives of primary teachers working with traumatised children and their perceptions of preparedness to teach students living with complex trauma has been conducted. Thus a systematic literature reviews was conducted to collate and synthesise available empirical research on this topic. The review followed PRISMA guidelines and searches were conducted across academic databases for peer reviewed studies published between 2011 and 2022. Only articles which discussed complex trauma, teachers of primary-aged students, and perceptions of preparedness were included. Four articles were ultimately selected as meeting the criteria for review. The lack of available studies in this areais considered a notable findings in and of itself and highlights a need for further research into teacher experiences and perceptions as well as policies and protocols. The results of this review suggest a need for additional training, clarity regarding role of a teacher, support from colleagues and administration, and organisational self-care for school staff. The lack of trauma-specific training reported by teachers highlighted a need for trauma training for pre-service teachers as well as ongoing training for teachers already in the profession in order to assist traumatised students as well as the teachers who work with them.

Keywordsteacher perceptions of preparedness; teacher preparation; teacher education; trauma; teachers; schools; trauma-informed teaching; trauma-informed practice
ANZSRC Field of Research 2020390307. Teacher education and professional development of educators
390412. Teacher and student wellbeing
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Byline AffiliationsUniversity of Queensland
University of Southern Queensland
Institution of OriginUniversity of Southern Queensland
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