Early Career Teachers in Rural Schools: Plotlines of Resilience

Crosswell, Leanne; Willis, Jill; Morrison, Chad; Gibson, Andrew; Ryan, Mary

doi:10.1007/978-3-319-76690-4_8

Cited by 6 publications

(2 citation statements)

References 26 publications

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“…For teachers, overcoming this legacy of trauma at school adds additional layers to the complexity and importance of building and maintaining relationships. It demands high levels of resilience even for teachers who are early in their careers (Crosswell et al, 2018;Papatraianou et al, 2018), yet in communities in which relationships were able to be built, participants reported their work with children forged ahead. Key to this appeared to be respect and compassion; not finding blame for children's circumstances or casting judgements but working from a position of strength and agency (Borrero et al, 2018;Sarra et al, 2018;Hajovsky et al, 2020;Miller and Berger, 2021).…”

Section: Building and Maintaining Relationshipsmentioning

confidence: 99%

Building Trauma Informed Teachers: A Constructivist Grounded Theory Study of Remote Primary School Teachers’ Experiences With Children Living With the Effects of Complex Childhood Trauma

Brown

Howard²,

Walsh³

2022

Front. Educ.

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The experiences of remote teachers who work with children living with the effects of complex childhood trauma is under explored. Children from remote areas of Australia are vulnerable to complex childhood trauma as their communities can face the effects of colonization, higher rates of disadvantage and exposure to potentially traumatic circumstances, such as natural disasters and family and community violence. This is compounded by the tyranny of distance in accessing effective supports. In such contexts, the roles of schools and teachers in addressing the debilitating impacts of trauma are both vital and amplified. This article summarizes a qualitative study, incorporating constructivist grounded theory, that generated a new theory to explain social processes that teachers in remote schools undergo when working with the effects of complex childhood trauma. Data were collected from teachers in individual interviews (n = 23) and a focus group. Data were analyzed using constant comparative method, emergent themes were categorized, leading to the development of the grounded theory, Building Trauma Informed Teachers. This overarching theory consists of seven categories. This study contributes insights into the scope and nature of the work of teachers in remote schools and recommends ways in which cognate systems can prepare and support teachers for their professional work supporting and educating trauma-impacted children.

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Section: Building and Maintaining Relationshipsmentioning

confidence: 99%

Building Trauma Informed Teachers: A Constructivist Grounded Theory Study of Remote Primary School Teachers’ Experiences With Children Living With the Effects of Complex Childhood Trauma

Brown

Howard²,

Walsh³

2022

Front. Educ.

View full text Add to dashboard Cite

show abstract

“…For each reflection, teacher were also invited to narrate their experience through descriptive texts. Overall, the dataset is a collection of rich, point-in-time reflections about the day-to-day experiences of beginning teachers (Willis et al, 2017;Crosswell et al, 2018).…”

Section: Practicementioning

confidence: 99%