Embedding Coaching and Local Education Champions in Implementing Trauma Informed Practice
Article
Krishnamoorthy, Govind, Antonaglia, Domenico, Dallinger, Vicki, Berger, Emily, March, Sonja, Ong, Sabrina, Sherman, Katrina, Goodwin, Nicole, Eiby, Nathan, Rees, Bronwyn, Koslouski, Jessica and Ayre, Kay. 2025. "Embedding Coaching and Local Education Champions in Implementing Trauma Informed Practice." Psychology in the Schools. https://doi.org/10.1002/pits.23539
| Article Title | Embedding Coaching and Local Education Champions in Implementing Trauma Informed Practice |
|---|---|
| ERA Journal ID | 6613 |
| Article Category | Article |
| Authors | Krishnamoorthy, Govind, Antonaglia, Domenico, Dallinger, Vicki, Berger, Emily, March, Sonja, Ong, Sabrina, Sherman, Katrina, Goodwin, Nicole, Eiby, Nathan, Rees, Bronwyn, Koslouski, Jessica and Ayre, Kay |
| Journal Title | Psychology in the Schools |
| Number of Pages | 17 |
| Year | 2025 |
| Publisher | John Wiley & Sons |
| ISSN | 0033-3085 |
| 1520-6807 | |
| Digital Object Identifier (DOI) | https://doi.org/10.1002/pits.23539 |
| Web Address (URL) | https://onlinelibrary.wiley.com/doi/epdf/10.1002/pits.23539 |
| Abstract | Growing recognition of the high prevalence of childhood adversity and maltreatment in the general population has led to efforts to support students through trauma-informed practice (TIP). This study investigated the use of coaching in effectively implementing trauma-informed programs in schools. A psychologist and a program “champion” (learning engagement coordinator) provided individual teachers coaching on student socio-emotional and behavioral concerns. Semi-structured interviews were conducted with 26 teachers at an Australian primary school implementing the Trauma-informed Behavior Support (TIBS) program. Reflexive thematic analysis was employed to ascertain coaching acceptability, feasibility, and impact themes. Findings suggested that the alignment of coaching with preceding trauma-informed training and teacher values generated positive expectancies and engagement amongst educators. Provision of reflective practice from coaching also met teacher learning needs. Teachers reported feeling validated and understood by the coach, benefiting from collaborative problem-solving and tailored solutions. Additionally, the program champion's facilitative role through advocacy and logistical support was vital to feasible implementation. This study highlights the critical delivery of coaching within a tiered TIP program, aiding the transfer of pedagogy into classrooms. It extends previous literature, affirming coaching as a feasible and acceptable implementation strategy, supporting educators to manage complex student needs. |
| Keywords | trauma‐informed practice; coaching; implementation; teachers; thematic analysis |
| Article Publishing Charge (APC) Funding | Other |
| Contains Sensitive Content | Does not contain sensitive content |
| ANZSRC Field of Research 2020 | 520102. Educational psychology |
| 390407. Inclusive education | |
| Byline Affiliations | School of Psychology and Wellbeing |
| Manna Institute, Australia | |
| Centre for Health Research | |
| Monash University | |
| Academic Registrar's Office | |
| School of Education | |
| Department of Education and Training, Queensland, Australia | |
| Department of Education, Queensland | |
| Young Minds Psychology, Australia | |
| University of Connecticut, United States | |
| Edith Cowan University |
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https://research.usq.edu.au/item/zx415/embedding-coaching-and-local-education-champions-in-implementing-trauma-informed-practice
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| Psychology in the Schools - 2025 - Krishnamoorthy - Embedding Coaching and Local Education Champions in Implementing Trauma.pdf | ||
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