Multi-tiered culturally responsive behavior support:a qualitative study of trauma-informed education in an Australian primary school
There is growing awareness of the impact of intergenerational trauma and community disadvantage on the educational achievement of Aboriginal and Torres Strait Islander (First Nations) children in Australia. Scholars have identified the need for culturally responsive and trauma-informed approaches to...
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ftmonashunicris:oai:monash.edu:publications/aa5efb32-68eb-4b50-a14a-71591b3395d1 2024-10-20T14:08:43+00:00 Multi-tiered culturally responsive behavior support:a qualitative study of trauma-informed education in an Australian primary school Schminke, Dayna Krishnamoorthy, Govind Ayre, Kay Berger, Emily Rees, Bronwyn Elizabeth 2022-06-03 application/pdf https://research.monash.edu/en/publications/aa5efb32-68eb-4b50-a14a-71591b3395d1 https://doi.org/10.3389/feduc.2022.866266 https://researchmgt.monash.edu/ws/files/382426373/382426314_oa.pdf http://www.scopus.com/inward/record.url?scp=85127791924&partnerID=8YFLogxK eng eng info:eu-repo/semantics/openAccess Schminke , D , Krishnamoorthy , G , Ayre , K , Berger , E & Rees , B E 2022 , ' Multi-tiered culturally responsive behavior support : a qualitative study of trauma-informed education in an Australian primary school ' , Frontiers in Education , vol. 7 , 866266 . https://doi.org/10.3389/feduc.2022.866266 adverse childhood experience (ACE) culturally responsive and trauma-informed practice multi-tiered system of supports (MTSS) primary school trauma informed care (TIC) article 2022 ftmonashunicris https://doi.org/10.3389/feduc.2022.866266 2024-10-07T14:30:26Z There is growing awareness of the impact of intergenerational trauma and community disadvantage on the educational achievement of Aboriginal and Torres Strait Islander (First Nations) children in Australia. Scholars have identified the need for culturally responsive and trauma-informed approaches to complement existing disciplinary and behavior support practices utilized in schools. This pilot research project explored the experiences of primary school teachers who were supported to implement trauma-informed practices in a regional primary school with a large number of First Nations students. Qualitative interviews with eight teachers were conducted after a 3-year (2017–2020) implementation of the Trauma-Informed Behavior Support (TIBS) program. Using a thematic analysis approach, the study identified the following themes: changes in teacher knowledge about the impact of intergenerational trauma, acknowledgment of the multi-systemic influences on student behavior difficulties, increased self-efficacy in providing culturally safe learning environments and strategies for building relationships with First Nations students. The findings offer insights into factors that support the successful and sustainable implementation of culturally responsive and trauma-informed practices in primary school settings. Article in Journal/Newspaper First Nations Monash University Research Portal Frontiers in Education 7 |
institution |
Open Polar |
collection |
Monash University Research Portal |
op_collection_id |
ftmonashunicris |
language |
English |
topic |
adverse childhood experience (ACE) culturally responsive and trauma-informed practice multi-tiered system of supports (MTSS) primary school trauma informed care (TIC) |
spellingShingle |
adverse childhood experience (ACE) culturally responsive and trauma-informed practice multi-tiered system of supports (MTSS) primary school trauma informed care (TIC) Schminke, Dayna Krishnamoorthy, Govind Ayre, Kay Berger, Emily Rees, Bronwyn Elizabeth Multi-tiered culturally responsive behavior support:a qualitative study of trauma-informed education in an Australian primary school |
topic_facet |
adverse childhood experience (ACE) culturally responsive and trauma-informed practice multi-tiered system of supports (MTSS) primary school trauma informed care (TIC) |
description |
There is growing awareness of the impact of intergenerational trauma and community disadvantage on the educational achievement of Aboriginal and Torres Strait Islander (First Nations) children in Australia. Scholars have identified the need for culturally responsive and trauma-informed approaches to complement existing disciplinary and behavior support practices utilized in schools. This pilot research project explored the experiences of primary school teachers who were supported to implement trauma-informed practices in a regional primary school with a large number of First Nations students. Qualitative interviews with eight teachers were conducted after a 3-year (2017–2020) implementation of the Trauma-Informed Behavior Support (TIBS) program. Using a thematic analysis approach, the study identified the following themes: changes in teacher knowledge about the impact of intergenerational trauma, acknowledgment of the multi-systemic influences on student behavior difficulties, increased self-efficacy in providing culturally safe learning environments and strategies for building relationships with First Nations students. The findings offer insights into factors that support the successful and sustainable implementation of culturally responsive and trauma-informed practices in primary school settings. |
format |
Article in Journal/Newspaper |
author |
Schminke, Dayna Krishnamoorthy, Govind Ayre, Kay Berger, Emily Rees, Bronwyn Elizabeth |
author_facet |
Schminke, Dayna Krishnamoorthy, Govind Ayre, Kay Berger, Emily Rees, Bronwyn Elizabeth |
author_sort |
Schminke, Dayna |
title |
Multi-tiered culturally responsive behavior support:a qualitative study of trauma-informed education in an Australian primary school |
title_short |
Multi-tiered culturally responsive behavior support:a qualitative study of trauma-informed education in an Australian primary school |
title_full |
Multi-tiered culturally responsive behavior support:a qualitative study of trauma-informed education in an Australian primary school |
title_fullStr |
Multi-tiered culturally responsive behavior support:a qualitative study of trauma-informed education in an Australian primary school |
title_full_unstemmed |
Multi-tiered culturally responsive behavior support:a qualitative study of trauma-informed education in an Australian primary school |
title_sort |
multi-tiered culturally responsive behavior support:a qualitative study of trauma-informed education in an australian primary school |
publishDate |
2022 |
url |
https://research.monash.edu/en/publications/aa5efb32-68eb-4b50-a14a-71591b3395d1 https://doi.org/10.3389/feduc.2022.866266 https://researchmgt.monash.edu/ws/files/382426373/382426314_oa.pdf http://www.scopus.com/inward/record.url?scp=85127791924&partnerID=8YFLogxK |
genre |
First Nations |
genre_facet |
First Nations |
op_source |
Schminke , D , Krishnamoorthy , G , Ayre , K , Berger , E & Rees , B E 2022 , ' Multi-tiered culturally responsive behavior support : a qualitative study of trauma-informed education in an Australian primary school ' , Frontiers in Education , vol. 7 , 866266 . https://doi.org/10.3389/feduc.2022.866266 |
op_rights |
info:eu-repo/semantics/openAccess |
op_doi |
https://doi.org/10.3389/feduc.2022.866266 |
container_title |
Frontiers in Education |
container_volume |
7 |
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1813447902363648000 |