The Trauma Challenge: How Teachers Experience Students with Complex Trauma

Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: [email protected]; Web site: https://www.wiley.com/en-us

Y

12

Foreign Countries; Trauma Informed Approach; Barriers; Mild Intellectual Disability; Students with Disabilities; Teacher Welfare; Elementary Secondary Education; Special Education Teachers; Individual Development; Teacher Responsibility; Faculty Development; Teacher Student Relationship; Student Behavior; Behavior Problems; Children; Teacher Response; Emotional Response; Psychological Patterns; Caring

10.1111/1467-8578.12487

0952-3383
1467-8578

Research documenting the effects of trauma in early childhood describes the profound and long-term consequences of child abuse and neglect on the developing brain and the subsequent deficits in critical cognitive and social development. While educators have increasingly endeavoured to understand this impact and become more 'trauma-informed' in their classrooms, little is understood about the process or what it requires of the teacher. This study explores the experiences of six teachers in regional Victoria, Australia, who sought to apply their neuroscientific understandings in their classrooms, and identifies the many personal and professional challenges they confronted. Critical reflection was employed both to deeply explore their collective experiences and to support them in this complex work. Findings describe the nuanced and interpersonal nature of trauma-informed education and imply the need for critical reflection in teacher practice as an important element in the process.

As Provided

2024

EJ1416979