Developing evidence-informed principles for trauma-aware pedagogies in physical education

Abstract

Background: More and more children are experiencing what have been termed adverse childhood experiences. An individual's response to these stressful events determines whether or not they are considered traumaticwhereby the experience is so overwhelming that it engulfs their coping mechanisms leading to lasting negative effects on wellbeing. Notably, childhood trauma is now recognised as a global health epidemic. Physical education (PE) is a unique context whereby participation is public, and the body plays a central role. Our work with care-experienced young people (who are likely to have experienced trauma) tells us that the depth of vulnerability felt by students who have been exposed to trauma is unlikely to be fully be recognised by PE teachers. Purpose: This paper therefore seeks to enhance practitioners' understanding of how trauma manifests and the impact it can have on children and young people's engagements in PE. It is driven by two key questions. First, why is it important for physical educators to have an awareness and understanding of trauma? Second, what principles might underpin trauma-aware pedagogies for PE? Discussion: We note how childhood trauma has been found to consistently impact neurological, physiological and psychological development. Understanding the impact of trauma, and the responses it might evoke, is beneficial for those working with/for children and young people so as to help them comprehend the underlying reasons why some children and young people have difficulties with learning, building relationships and managing behaviour. In an effort to help mitigate the impact of trauma and prevent re-traumatisation, drawing on our collective experiences of working with care-experienced youth and practitioners in PE, physical activity and sport-related contexts, we suggest that the following five evidence-informed principles might be helpful when seeking to enact trauma-aware practice: (1) ensuring safety and wellbeing, (2) establishing routines and structures, (3) developing and sustaining positive relationships that foster a sense of belonging, (4) facilitating and responding to youth voice and, (5) promoting strengths and self-belief. Conclusion: The principles we identify all point to the need for creating safe environments, shaped by consistency, positive connections and opportunities for interaction and engagement. It is not our intention, however, to suggest that there is only one way to enact a trauma-aware pedagogy, rather that an understanding of trauma may enable physical educators to ask when, and for whom, it might be best to draw on particular models in the teaching of PE, through which these principles can be applied.

“It's more about building trust”: Physical education teachers’ experiences with trauma-informed practices

“…For example, clear and consistent transition protocols (e.g. start/stop signals) can help students anticipate what will happen next and minimize the likelihood of a negative stress response occurring (Quarmby et al, 2021). For teachers, establishing RREs can take time; as Erica, who teaches elementary grades in a rural school district described, “it is a routine, they know what to expect, but it took a year or two to get students to buy in.” An example of such a routine would be when a student becomes triggered during class and cannot self-regulate, teachers may opt to have a designated space/location in the gymnasium, equipment room, or similar area where students can go based on their needs to rest, reflect, or complete a mindfulness practice, etc.…”

“…Formulating positive and healthy relationships with students Souers and Hall (2019) contend that for students who have or continue to experience trauma, it is essential to have a "champion" in their lives that demonstrates care. Although young people who have experienced trauma may have difficulty forming relationships and trusting adults, positive relationships can shape movement experiences for youth that have felt cared for by these adults (Quarmby et al, 2021). These youths that have been cared for expressed the importance of the unique opportunities offered by PE in developing positive relationships when the PE teacher knew and understood their backgrounds compared to the teachers of other subjects (Sandford et al, 2019).…”

“…For example, clear and consistent transition protocols (e.g. start/stop signals) can help students anticipate what will happen next and minimize the likelihood of a negative stress response occurring (Quarmby et al, 2021). For teachers, establishing RREs can take time; as Erica, who teaches elementary grades in a rural school district described, "it is a routine, they know what to expect, but it took a year or two to get students to buy in."…”

“…In contrast, weaker relationships reduced the prospect of engagement and participation (Quarmby et al, 2021). According to Noddings (2012), for an ethic of care relationship to occur, there needs to be a commitment from the caring teacher(s), motivational displacement (caring behavior is determined by the needs of the person being cared for), and reciprocity (between the one caring and the one being cared for).…”

Implementation of the Virtual Learning Models during the Covid-19 Pandemic: Students’ Perspectives and Its Lessons

“…The issue of the lack of synergy between learning theories, teaching strategies, and models and their principles is responsible for delays and obstacles in teaching development (Bembenutty, 2022;Quarmby et al, 2022). In the current context, the Covid-19 pandemic that creates dilemmas in education must be resolved so that relevant training programs and learning pedagogies may continue to be carried out to help students master online-based learning.…”