Moving Toward “Culturally Aware and Responsive Staff and Practices” in Teacher Use of Trauma-Informed Practices

• In Event: Avenues of Professional Development

Abstract

Building a trauma-informed school depends primarily on the teachers themselves, with teachers having regular contact with trauma-affected students. There is a growing understanding of trauma prevalence in Australian children, specifically intergenerational trauma and educational injustices facing Australian First Nations students. This study investigates the predictors of elementary teachers’ (N=226) use of trauma-informed practices in their classrooms and the practices they utilise to support their students. The strongest predictor of teacher use was the strength of their trauma literacy, followed by the amount of trauma-related professional learning, and the experience of teaching students with trauma-related diagnoses. Teacher mention of using trauma-informed practices to support First Nations students was virtually non-existent, highlighting a significant potential gap in culturally aware trauma-informed professional learning.

Author

• Kate Belinda Eastman, Macquarie University