Balancing the Needs of the School Community: Implementing Trauma-Informed Behaviour Supports in an Australian Regional Primary School.

• Main Authors: Ayre, Kay, Krishnamoorthy, Govind, Rees, Bronwyn, Berger, Emily
• Format: Article in Journal/Newspaper
• Language: unknown
• Published: Edith Cowan University 2022
• Subjects: trauma; trauma-exposed students; trauma-informed practice; primary school; teacher professional development; First Nations
• Online Access: https://research.usq.edu.au/item/x1219/balancing-the-needs-of-the-school-community-implementing-trauma-informed-behaviour-supports-in-an-australian-regional-primary-school; https://research.usq.edu.au/download/bc03834158f612fb0042a590a800d0bdb2b2c0c882b090813a4a77e3ef197142/362633/Balancing%20the%20Needs%20of%20the%20School%20Community.pdf

Exposure to adverse and traumatic events in childhood has been found to lead to poorer academic and social-emotional outcomes in school settings. The psychological impact of exposure to such events, referred to as childhood trauma, has been identified as a key driver of these educational difficulties. First Nations students have been found to experience higher rates of childhood trauma compared to non-First Nations students, with historical and intergenerational adversity contributing to such difficulties. There are national guidelines in Australia for the use of trauma-informed care practices in schools to reduce the impact of childhood trauma on educational engagement. This pilot case study examines teachers' experiences in a regional school implementing trauma-informed practices with First Nations students. Findings highlight the complexities of balancing students' safety and belonging with teachers' professional and personal needs in sustaining trauma-informed practice. Implications for implementing trauma-informed education with First Nations communities are discussed.