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...
Published in: | Frontiers in Education |
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Frontiers Research Foundation
2022
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Online Access: | https://research.usq.edu.au/item/q75z8/multi-tiered-culturally-responsive-behavior-support-a-qualitative-study-of-trauma-informed-education-in-an-australian-primary-school https://research.usq.edu.au/download/86c37c416679e4107eb38e59e57a5d5c3742e7adc5ca36c932812ef20e5be8cb/1238144/Multi-Tiered%20Culturally%20Responsive%20Behavior%20Support_%20A%20Qualitative%20Study%20of%20Trauma-Informed%20Education%20in%20an%20Australian%20Primary%20School.pdf https://doi.org/10.3389/feduc.2022.866266 |
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ftusqland:oai:research.usq.edu.au:q75z8 2023-06-11T04:11:43+02:00 Multi-Tiered Culturally Responsive Behavior Support: A Qualitative Study of Trauma-Informed Education in an Australian Primary School Schimke, Dayna Krishnamoorthy, Govind Ayre, Kay Berger, Emily Rees, Bronwyn 2022 application/pdf https://research.usq.edu.au/item/q75z8/multi-tiered-culturally-responsive-behavior-support-a-qualitative-study-of-trauma-informed-education-in-an-australian-primary-school https://research.usq.edu.au/download/86c37c416679e4107eb38e59e57a5d5c3742e7adc5ca36c932812ef20e5be8cb/1238144/Multi-Tiered%20Culturally%20Responsive%20Behavior%20Support_%20A%20Qualitative%20Study%20of%20Trauma-Informed%20Education%20in%20an%20Australian%20Primary%20School.pdf https://doi.org/10.3389/feduc.2022.866266 unknown Frontiers Research Foundation https://research.usq.edu.au/download/86c37c416679e4107eb38e59e57a5d5c3742e7adc5ca36c932812ef20e5be8cb/1238144/Multi-Tiered%20Culturally%20Responsive%20Behavior%20Support_%20A%20Qualitative%20Study%20of%20Trauma-Informed%20Education%20in%20an%20Australian%20Primary%20School.pdf https://doi.org/10.3389/feduc.2022.866266 Schimke, Dayna, Krishnamoorthy, Govind, Ayre, Kay, Berger, Emily and Rees, Bronwyn. 2022. "Multi-Tiered Culturally Responsive Behavior Support: A Qualitative Study of Trauma-Informed Education in an Australian Primary School." Frontiers in Education. 7, pp. 1-11. https://doi.org/10.3389/feduc.2022.866266 CC BY 4.0 adverse childhood experience (ACE) culturally responsive and trauma-informed practice primary school multi-tiered system of supports (MTSS) trauma informed care (TIC) article PeerReviewed 2022 ftusqland https://doi.org/10.3389/feduc.2022.866266 2023-05-08T22:32:43Z 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 traumainformed 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 University of Southern Queensland: USQ ePrints Frontiers in Education 7 |
institution |
Open Polar |
collection |
University of Southern Queensland: USQ ePrints |
op_collection_id |
ftusqland |
language |
unknown |
topic |
adverse childhood experience (ACE) culturally responsive and trauma-informed practice primary school multi-tiered system of supports (MTSS) trauma informed care (TIC) |
spellingShingle |
adverse childhood experience (ACE) culturally responsive and trauma-informed practice primary school multi-tiered system of supports (MTSS) trauma informed care (TIC) Schimke, Dayna Krishnamoorthy, Govind Ayre, Kay Berger, Emily Rees, Bronwyn 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 primary school multi-tiered system of supports (MTSS) 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 traumainformed 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 |
Schimke, Dayna Krishnamoorthy, Govind Ayre, Kay Berger, Emily Rees, Bronwyn |
author_facet |
Schimke, Dayna Krishnamoorthy, Govind Ayre, Kay Berger, Emily Rees, Bronwyn |
author_sort |
Schimke, 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 |
publisher |
Frontiers Research Foundation |
publishDate |
2022 |
url |
https://research.usq.edu.au/item/q75z8/multi-tiered-culturally-responsive-behavior-support-a-qualitative-study-of-trauma-informed-education-in-an-australian-primary-school https://research.usq.edu.au/download/86c37c416679e4107eb38e59e57a5d5c3742e7adc5ca36c932812ef20e5be8cb/1238144/Multi-Tiered%20Culturally%20Responsive%20Behavior%20Support_%20A%20Qualitative%20Study%20of%20Trauma-Informed%20Education%20in%20an%20Australian%20Primary%20School.pdf https://doi.org/10.3389/feduc.2022.866266 |
genre |
First Nations |
genre_facet |
First Nations |
op_relation |
https://research.usq.edu.au/download/86c37c416679e4107eb38e59e57a5d5c3742e7adc5ca36c932812ef20e5be8cb/1238144/Multi-Tiered%20Culturally%20Responsive%20Behavior%20Support_%20A%20Qualitative%20Study%20of%20Trauma-Informed%20Education%20in%20an%20Australian%20Primary%20School.pdf https://doi.org/10.3389/feduc.2022.866266 Schimke, Dayna, Krishnamoorthy, Govind, Ayre, Kay, Berger, Emily and Rees, Bronwyn. 2022. "Multi-Tiered Culturally Responsive Behavior Support: A Qualitative Study of Trauma-Informed Education in an Australian Primary School." Frontiers in Education. 7, pp. 1-11. https://doi.org/10.3389/feduc.2022.866266 |
op_rights |
CC BY 4.0 |
op_doi |
https://doi.org/10.3389/feduc.2022.866266 |
container_title |
Frontiers in Education |
container_volume |
7 |
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1768386973601366016 |