Embedding Coaching and Local Education Champions in Implementing Trauma Informed Practice

Embedding Coaching and Local Education Champions in
Implementing Trauma Informed Practice

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 indi-
vidual 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.