Leveraging Learner Agency to Support Practices for Trauma-Informed Teaching: Lessons From Montessori, Reggio Emilia, Waldorf, Project-Based Learning, and the International Baccalaureate Primary Years Programme

• In Event: Understanding Holistic Education in a School System

Abstract

The purpose of this theoretical work is to synthesize literature from diverse conceptual contexts in order to reconsider how to create supportive educational environments based on fostering learner agency for those who have experienced trauma. Montessori, Waldorf, Reggio Emilia, Project-Based Learning, Inquiry-Based Learning, and the International Baccalaureate’s Primary Years Program are learner-centered approaches designed to increase learner agency in the classroom. These approaches have often been shown to help students deal with traumatic experiences. This paper utilizes a Meta-Narrative Synthesis (MNS) approach designed to synthesize large and complex data from diverse sources. Findings will be displayed in a conceptual map that demonstrates integration across the trauma-informed practices, highlighting key principles and the ways in which they support learner agency.

Authors

• Angela Murray, University of Kansas
  Presenting Author

• Jade Caines Lee, University of Kansas
  Presenting Author