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Trauma-Informed Practice for Pre-service Teachers

Citation

Hobbs, C and Paulsen, D and Thomas, J, Trauma-Informed Practice for Pre-service Teachers, Oxford Research Encyclopedia of Education, Oxford University Press, United Kingdom ISBN 9780190264093 (2019) [Research Book Chapter]

Copyright Statement

Copyright 2019 Oxford University Press USA

DOI: doi:10.1093/acrefore/9780190264093.013.1435

Abstract

Complex trauma experienced in childhood has detrimental impacts on the brain, learning and socio-moral development, the effects of which can last long into adulthood. A growing body of research emphasizes how all school teachers, regardless of the educational context, should expect to have students in their classroom who are affected by complex trauma. Teachers therefore require an understanding of how trauma affects their students, and a skillset that allows them to support and respond effectively to these students. However, multiple studies have found that teachers feel that they have not received sufficient training, and subsequently feel inadequately equipped to meet the needs of trauma-affected students in their classrooms. Although many Initial Teacher Education programs incorporate some curriculum on child maltreatment, this is typically focused on identifying and reporting child abuse, as opposed to how sustained and severe maltreatment can lead to complex trauma, which affects learning, and social development in students. Increasing understanding of how trauma affects the brain, and the implications this has for young people in school has continued to grow since the 1990s. This has contributed to a growing trend of multidisciplinary teams combining education and wellbeing models in schools to cater to the most vulnerable students in their respective communities.

Students who have experienced trauma may appear to be deliberately misbehaving in the classroom, disengaged or disinterested in learning, and can struggle to develop skills that strengthen positive relationships with school staff and other students. Unsurprisingly, exposure to trauma impacts a young personís academic performance, attendance, and likelihood of completion. It is clear that schools are important settings where the effects of trauma have a substantial impact on the lives of students, particularly when the effects of trauma are misunderstood. Nevertheless, schools have the potential to be one of the most powerful places for buffering the negative impacts of complex childhood trauma through their capacity to provide opportunities for all students to experience positive, trusting relationships, be cared for, and experience predictability, consistency and safety.

A trauma-informed approach in school settings involves understanding how trauma affects students and provides a framework for responding to students rather than blaming them for their behavior. Trauma-informed practice is not an intervention, and it does not have an end point. It is a process, and a holistic way of working that involves understanding and attending to the specific needs of individuals with trauma-affected childhoods. Central to all trauma-informed approaches is the importance of strong, trusting, consistent and predictable relationships between an adult and a trauma-affected child. It is within this space that opportunities to repair dysregulated stress responses, and disruptive attachment styles can take place.

Item Details

Item Type:Research Book Chapter
Keywords:Adverse Childhood Experiences (ACES), child maltreatment, complex trauma, pre-service teachers, teacher-student relationships, trauma informed practice, classroom management
Research Division:Education
Research Group:Other Education
Research Field:Education not elsewhere classified
Objective Division:Education and Training
Objective Group:School/Institution
Objective Field:Management and Leadership of Schools/Institutions
UTAS Author:Thomas, J (Dr Jeffrey Thomas)
ID Code:132916
Year Published:2019
Deposited By:Education
Deposited On:2019-05-27
Last Modified:2019-07-09
Downloads:0

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