Experienced, trauma-informed teachers working in remote Australia: What is required for their work to be effective?
Introduction: In remote education settings in Australia, experienced teachers who can effectively support students impacted by trauma are essential. Remote communities are unique yet are in many ways vulnerable to trauma as they face higher rates of disadvantage and exposure to traumatic events, inc...
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ftqueensland:oai:eprints.qut.edu.au:239207 2024-02-04T10:00:27+01:00 Experienced, trauma-informed teachers working in remote Australia: What is required for their work to be effective? Brown, Meegan L'Estrange, Lyra 2023-04-14 https://eprints.qut.edu.au/239207/ unknown Frontiers Research Foundation doi:10.3389/feduc.2023.1123586 Brown, Meegan & L'Estrange, Lyra (2023) Experienced, trauma-informed teachers working in remote Australia: What is required for their work to be effective? Frontiers in Education, 8, Article number: 1123586. https://eprints.qut.edu.au/239207/ Faculty of Creative Industries, Education & Social Justice; School of Early Childhood & Inclusive Education 2023 The Authors This work is covered by copyright. Unless the document is being made available under a Creative Commons Licence, you must assume that re-use is limited to personal use and that permission from the copyright owner must be obtained for all other uses. If the document is available under a Creative Commons License (or other specified license) then refer to the Licence for details of permitted re-use. It is a condition of access that users recognise and abide by the legal requirements associated with these rights. If you believe that this work infringes copyright please provide details by email to qut.copyright@qut.edu.au Frontiers in Education Contribution to Journal 2023 ftqueensland https://doi.org/10.3389/feduc.2023.1123586 2024-01-09T00:12:00Z Introduction: In remote education settings in Australia, experienced teachers who can effectively support students impacted by trauma are essential. Remote communities are unique yet are in many ways vulnerable to trauma as they face higher rates of disadvantage and exposure to traumatic events, including natural disasters and domestic and family violence. This is compounded by a lack of access to effective supports due to the tyranny of distance. Also, First Nations peoples living in remote areas continue to endure the ongoing and traumatic impacts of a violent and disruptive colonization. Methods: The qualitative research study detailed in this article explored the requirements for the work of experienced, trauma-informed teachers in remote Australia to be effective, adding an important and unique perspective to the research evidence that is not often considered. Seven teachers from remote Australia completed a short, online questionnaire and participated in a focus group interview which was analyzed thematically. Results: Themes emerging from the focus group data indicated that specific and contextualized preparation and support for teachers is required for them to do their work effectively. For remote Australian settings this means preparing teachers with cultural awareness and relevant trauma-informed training. Further, the wellbeing of these remote educators is often compromised, and addressing systemic factors such as adequate preparation of their colleagues and support to access relevant ongoing professional learning is needed. Discussion: Remote teaching work in Australia is complex, and while the current study is small and exploratory in nature, the findings highlight some of the real-world impacts of these issues at a community and individual teacher level that have not been previously explored. Article in Journal/Newspaper First Nations Queensland University of Technology: QUT ePrints Frontiers in Education 8 |
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Introduction: In remote education settings in Australia, experienced teachers who can effectively support students impacted by trauma are essential. Remote communities are unique yet are in many ways vulnerable to trauma as they face higher rates of disadvantage and exposure to traumatic events, including natural disasters and domestic and family violence. This is compounded by a lack of access to effective supports due to the tyranny of distance. Also, First Nations peoples living in remote areas continue to endure the ongoing and traumatic impacts of a violent and disruptive colonization. Methods: The qualitative research study detailed in this article explored the requirements for the work of experienced, trauma-informed teachers in remote Australia to be effective, adding an important and unique perspective to the research evidence that is not often considered. Seven teachers from remote Australia completed a short, online questionnaire and participated in a focus group interview which was analyzed thematically. Results: Themes emerging from the focus group data indicated that specific and contextualized preparation and support for teachers is required for them to do their work effectively. For remote Australian settings this means preparing teachers with cultural awareness and relevant trauma-informed training. Further, the wellbeing of these remote educators is often compromised, and addressing systemic factors such as adequate preparation of their colleagues and support to access relevant ongoing professional learning is needed. Discussion: Remote teaching work in Australia is complex, and while the current study is small and exploratory in nature, the findings highlight some of the real-world impacts of these issues at a community and individual teacher level that have not been previously explored. |
format |
Article in Journal/Newspaper |
author |
Brown, Meegan L'Estrange, Lyra |
spellingShingle |
Brown, Meegan L'Estrange, Lyra Experienced, trauma-informed teachers working in remote Australia: What is required for their work to be effective? |
author_facet |
Brown, Meegan L'Estrange, Lyra |
author_sort |
Brown, Meegan |
title |
Experienced, trauma-informed teachers working in remote Australia: What is required for their work to be effective? |
title_short |
Experienced, trauma-informed teachers working in remote Australia: What is required for their work to be effective? |
title_full |
Experienced, trauma-informed teachers working in remote Australia: What is required for their work to be effective? |
title_fullStr |
Experienced, trauma-informed teachers working in remote Australia: What is required for their work to be effective? |
title_full_unstemmed |
Experienced, trauma-informed teachers working in remote Australia: What is required for their work to be effective? |
title_sort |
experienced, trauma-informed teachers working in remote australia: what is required for their work to be effective? |
publisher |
Frontiers Research Foundation |
publishDate |
2023 |
url |
https://eprints.qut.edu.au/239207/ |
genre |
First Nations |
genre_facet |
First Nations |
op_source |
Frontiers in Education |
op_relation |
doi:10.3389/feduc.2023.1123586 Brown, Meegan & L'Estrange, Lyra (2023) Experienced, trauma-informed teachers working in remote Australia: What is required for their work to be effective? Frontiers in Education, 8, Article number: 1123586. https://eprints.qut.edu.au/239207/ Faculty of Creative Industries, Education & Social Justice; School of Early Childhood & Inclusive Education |
op_rights |
2023 The Authors This work is covered by copyright. Unless the document is being made available under a Creative Commons Licence, you must assume that re-use is limited to personal use and that permission from the copyright owner must be obtained for all other uses. If the document is available under a Creative Commons License (or other specified license) then refer to the Licence for details of permitted re-use. It is a condition of access that users recognise and abide by the legal requirements associated with these rights. If you believe that this work infringes copyright please provide details by email to qut.copyright@qut.edu.au |
op_doi |
https://doi.org/10.3389/feduc.2023.1123586 |
container_title |
Frontiers in Education |
container_volume |
8 |
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