Balancing the Needs of the School Community: Implementing Trauma-Informed Behaviour Supports in an Australian Regional Primary School.
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 difficultie...
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Edith Cowan University
2022
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ftusqland:oai:research.usq.edu.au:x1219 2023-05-15T16:14:17+02:00 Balancing the Needs of the School Community: Implementing Trauma-Informed Behaviour Supports in an Australian Regional Primary School. Ayre, Kay Krishnamoorthy, Govind Rees, Bronwyn Berger, Emily 2022 application/pdf 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 unknown Edith Cowan University https://research.usq.edu.au/download/bc03834158f612fb0042a590a800d0bdb2b2c0c882b090813a4a77e3ef197142/362633/Balancing%20the%20Needs%20of%20the%20School%20Community.pdf Ayre, Kay, Krishnamoorthy, Govind, Rees, Bronwyn and Berger, Emily. 2022. "Balancing the Needs of the School Community: Implementing Trauma-Informed Behaviour Supports in an Australian Regional Primary School." Australian Journal of Teacher Education. 47 (9), pp. 43-61. trauma trauma-exposed students trauma-informed practice primary school teacher professional development First Nations article PeerReviewed 2022 ftusqland 2023-03-20T23:31:29Z 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. Article in Journal/Newspaper First Nations University of Southern Queensland: USQ ePrints |
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University of Southern Queensland: USQ ePrints |
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topic |
trauma trauma-exposed students trauma-informed practice primary school teacher professional development First Nations |
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trauma trauma-exposed students trauma-informed practice primary school teacher professional development First Nations Ayre, Kay Krishnamoorthy, Govind Rees, Bronwyn Berger, Emily Balancing the Needs of the School Community: Implementing Trauma-Informed Behaviour Supports in an Australian Regional Primary School. |
topic_facet |
trauma trauma-exposed students trauma-informed practice primary school teacher professional development First Nations |
description |
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. |
format |
Article in Journal/Newspaper |
author |
Ayre, Kay Krishnamoorthy, Govind Rees, Bronwyn Berger, Emily |
author_facet |
Ayre, Kay Krishnamoorthy, Govind Rees, Bronwyn Berger, Emily |
author_sort |
Ayre, Kay |
title |
Balancing the Needs of the School Community: Implementing Trauma-Informed Behaviour Supports in an Australian Regional Primary School. |
title_short |
Balancing the Needs of the School Community: Implementing Trauma-Informed Behaviour Supports in an Australian Regional Primary School. |
title_full |
Balancing the Needs of the School Community: Implementing Trauma-Informed Behaviour Supports in an Australian Regional Primary School. |
title_fullStr |
Balancing the Needs of the School Community: Implementing Trauma-Informed Behaviour Supports in an Australian Regional Primary School. |
title_full_unstemmed |
Balancing the Needs of the School Community: Implementing Trauma-Informed Behaviour Supports in an Australian Regional Primary School. |
title_sort |
balancing the needs of the school community: implementing trauma-informed behaviour supports in an australian regional primary school. |
publisher |
Edith Cowan University |
publishDate |
2022 |
url |
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 |
genre |
First Nations |
genre_facet |
First Nations |
op_relation |
https://research.usq.edu.au/download/bc03834158f612fb0042a590a800d0bdb2b2c0c882b090813a4a77e3ef197142/362633/Balancing%20the%20Needs%20of%20the%20School%20Community.pdf Ayre, Kay, Krishnamoorthy, Govind, Rees, Bronwyn and Berger, Emily. 2022. "Balancing the Needs of the School Community: Implementing Trauma-Informed Behaviour Supports in an Australian Regional Primary School." Australian Journal of Teacher Education. 47 (9), pp. 43-61. |
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