Balancing the Needs of the School Community: Implementing Trauma-Informed Behaviour Supports in an Australian Regional Primary School.

Article

Ayre, Kay, Krishnamoorthy, Govind, Rees, Bronwyn and Berger, Emily. 2022. "Balancing the Needs of the School Community: Implementing Trauma-Informed Behaviour Supports in an Australian Regional Primary School." Australian Journal of Teacher Education. 47 (9), pp. 43-61.
Article Title

Balancing the Needs of the School Community: Implementing Trauma-Informed Behaviour Supports in an Australian Regional Primary School.

ERA Journal ID20742
Article CategoryArticle
AuthorsAyre, Kay, Krishnamoorthy, Govind, Rees, Bronwyn and Berger, Emily
Journal TitleAustralian Journal of Teacher Education
Journal Citation47 (9), pp. 43-61
Article Number3
Number of Pages19
Year2022
PublisherEdith Cowan University
Place of PublicationAustralia
ISSN0313-5373
Web Address (URL)https://ro.ecu.edu.au/ajte/vol47/iss9/3/
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.

Keywordstrauma, trauma-exposed students, trauma-informed practice, primary school, teacher professional development, First Nations
Contains Sensitive ContentDoes not contain sensitive content
ANZSRC Field of Research 2020520102. Educational psychology
Public Notes

File reproduced in accordance with the copyright policy of the publisher/author.

Byline AffiliationsEdith Cowan University
University of Southern Queensland
Young Minds Psychology, Australia
Monash University
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