Trauma-Informed School Programming: A Partnership Approach to Culturally Responsive Behavior Support
Despite significant investments and reforms, First Nations students have poorer educational outcomes than non-indigenous students. Scholars have pointed to the need to improve the cultural competence of teachers and school leaders, revise punitive and exclusionary disciplinary procedures. and promot...
Published in: | Sustainability |
---|---|
Main Authors: | , , , , , |
Format: | Article in Journal/Newspaper |
Language: | English |
Published: |
MDPI AG
2022
|
Subjects: | |
Online Access: | https://doi.org/10.3390/su14073997 https://doaj.org/article/13cc41f857ed4e0da4aaef531c0bec6b |
id |
ftdoajarticles:oai:doaj.org/article:13cc41f857ed4e0da4aaef531c0bec6b |
---|---|
record_format |
openpolar |
spelling |
ftdoajarticles:oai:doaj.org/article:13cc41f857ed4e0da4aaef531c0bec6b 2023-05-15T16:15:05+02:00 Trauma-Informed School Programming: A Partnership Approach to Culturally Responsive Behavior Support Tessa Bellamy Govind Krishnamoorthy Kay Ayre Emily Berger Tony Machin Bronwyn Elizabeth Rees 2022-03-01T00:00:00Z https://doi.org/10.3390/su14073997 https://doaj.org/article/13cc41f857ed4e0da4aaef531c0bec6b EN eng MDPI AG https://www.mdpi.com/2071-1050/14/7/3997 https://doaj.org/toc/2071-1050 doi:10.3390/su14073997 2071-1050 https://doaj.org/article/13cc41f857ed4e0da4aaef531c0bec6b Sustainability, Vol 14, Iss 3997, p 3997 (2022) education primary school education trauma-informed care culturally responsive practice partnership Environmental effects of industries and plants TD194-195 Renewable energy sources TJ807-830 Environmental sciences GE1-350 article 2022 ftdoajarticles https://doi.org/10.3390/su14073997 2022-12-30T23:41:29Z Despite significant investments and reforms, First Nations students have poorer educational outcomes than non-indigenous students. Scholars have pointed to the need to improve the cultural competence of teachers and school leaders, revise punitive and exclusionary disciplinary procedures. and promote the use of culturally responsive practices to mitigate the impacts of colonization, transgenerational trauma and ongoing structural inequities on students. The development of such trauma-informed, culturally responsive systems in schools requires educators to respectfully work in partnership with First Nations communities, as well as health and community services supporting First Nations families. This pilot study evaluates the impact of multi-tier trauma-informed behavior support practices in a regional primary school with a large population of First Nations students. Utilizing a multiple time series, quasi-experimental, within-subjects design, data on the rates of school attendance and problem behaviors were analyzed. Staff knowledge and attitudes related to trauma-informed care were assessed using a self-reporting measure, before and after the two-year implementation of the program. A reduction in behavior difficulties was found, as well as noted improvements in staff reports of knowledge and attitudes. The implications of the findings for the program and future research on culturally responsive practices in schools are discussed. Article in Journal/Newspaper First Nations Directory of Open Access Journals: DOAJ Articles Sustainability 14 7 3997 |
institution |
Open Polar |
collection |
Directory of Open Access Journals: DOAJ Articles |
op_collection_id |
ftdoajarticles |
language |
English |
topic |
education primary school education trauma-informed care culturally responsive practice partnership Environmental effects of industries and plants TD194-195 Renewable energy sources TJ807-830 Environmental sciences GE1-350 |
spellingShingle |
education primary school education trauma-informed care culturally responsive practice partnership Environmental effects of industries and plants TD194-195 Renewable energy sources TJ807-830 Environmental sciences GE1-350 Tessa Bellamy Govind Krishnamoorthy Kay Ayre Emily Berger Tony Machin Bronwyn Elizabeth Rees Trauma-Informed School Programming: A Partnership Approach to Culturally Responsive Behavior Support |
topic_facet |
education primary school education trauma-informed care culturally responsive practice partnership Environmental effects of industries and plants TD194-195 Renewable energy sources TJ807-830 Environmental sciences GE1-350 |
description |
Despite significant investments and reforms, First Nations students have poorer educational outcomes than non-indigenous students. Scholars have pointed to the need to improve the cultural competence of teachers and school leaders, revise punitive and exclusionary disciplinary procedures. and promote the use of culturally responsive practices to mitigate the impacts of colonization, transgenerational trauma and ongoing structural inequities on students. The development of such trauma-informed, culturally responsive systems in schools requires educators to respectfully work in partnership with First Nations communities, as well as health and community services supporting First Nations families. This pilot study evaluates the impact of multi-tier trauma-informed behavior support practices in a regional primary school with a large population of First Nations students. Utilizing a multiple time series, quasi-experimental, within-subjects design, data on the rates of school attendance and problem behaviors were analyzed. Staff knowledge and attitudes related to trauma-informed care were assessed using a self-reporting measure, before and after the two-year implementation of the program. A reduction in behavior difficulties was found, as well as noted improvements in staff reports of knowledge and attitudes. The implications of the findings for the program and future research on culturally responsive practices in schools are discussed. |
format |
Article in Journal/Newspaper |
author |
Tessa Bellamy Govind Krishnamoorthy Kay Ayre Emily Berger Tony Machin Bronwyn Elizabeth Rees |
author_facet |
Tessa Bellamy Govind Krishnamoorthy Kay Ayre Emily Berger Tony Machin Bronwyn Elizabeth Rees |
author_sort |
Tessa Bellamy |
title |
Trauma-Informed School Programming: A Partnership Approach to Culturally Responsive Behavior Support |
title_short |
Trauma-Informed School Programming: A Partnership Approach to Culturally Responsive Behavior Support |
title_full |
Trauma-Informed School Programming: A Partnership Approach to Culturally Responsive Behavior Support |
title_fullStr |
Trauma-Informed School Programming: A Partnership Approach to Culturally Responsive Behavior Support |
title_full_unstemmed |
Trauma-Informed School Programming: A Partnership Approach to Culturally Responsive Behavior Support |
title_sort |
trauma-informed school programming: a partnership approach to culturally responsive behavior support |
publisher |
MDPI AG |
publishDate |
2022 |
url |
https://doi.org/10.3390/su14073997 https://doaj.org/article/13cc41f857ed4e0da4aaef531c0bec6b |
genre |
First Nations |
genre_facet |
First Nations |
op_source |
Sustainability, Vol 14, Iss 3997, p 3997 (2022) |
op_relation |
https://www.mdpi.com/2071-1050/14/7/3997 https://doaj.org/toc/2071-1050 doi:10.3390/su14073997 2071-1050 https://doaj.org/article/13cc41f857ed4e0da4aaef531c0bec6b |
op_doi |
https://doi.org/10.3390/su14073997 |
container_title |
Sustainability |
container_volume |
14 |
container_issue |
7 |
container_start_page |
3997 |
_version_ |
1766000807089537024 |