Embedding <scp>trauma‐informed</scp> practice within the education sector

Berger, Emily; Martin, Karen

doi:10.1002/casp.2494

Cited by 26 publications

(16 citation statements)

References 11 publications

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“…It is possible that trauma-informed care initiatives in education and health settings in the past 10 years could have improved care generally for young people with trauma exposure and thus improving upon the outcomes seen in the current study. However, while traumainformed care initiatives have developed since the data from this study were collected, there is still very little evidence of service-wide, coordinated trauma-informed care in either the health or the education systems that would support the idea that trauma-informed care has improved greatly since the data from this study were collected (Bendall et al, 2018(Bendall et al, , 2021Berger and Martin, 2021).…”

Section: Discussionmentioning

confidence: 99%

Childhood trauma is prevalent and associated with co-occurring depression, anxiety, mania and psychosis in young people attending Australian youth mental health services

Bendall

Eastwood

Spelman

et al. 2023

Aust N Z J Psychiatry

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Objectives: Childhood trauma is common and associated with mental ill health. While high rates of trauma are observed across individual disorders, there is evidence that trauma is associated with an admixture of affective, anxiety and psychotic symptoms in adults. Given that early onset of mental disorder and trauma exposure herald poor outcomes, it is important to examine trauma prevalence rates in youth mental health services and to determine whether this trauma-related clustering is present in help-seeking young people. Methods: We used data from the Transitions Study, a longitudinal investigation of young people attending headspace youth mental health services in Australia between January 2011 and August 2012. Participants were 775 young people aged 12–25. Childhood trauma was assessed using the Childhood Trauma Questionnaire. Multinomial regression was used to assess whether reported childhood trauma was more strongly associated with the co-occurrence of depression, anxiety, mania and psychosis symptoms than with any one in isolation. Results: Approximately 84% of participants reported some form of abuse (emotional: 68%; physical: 32%; sexual: 22%) or neglect (emotional: 65%; physical: 46%). Exposure to multiple trauma types was common. Childhood trauma was significantly associated with each symptom domain. More severe childhood trauma was more strongly associated with the co-occurrence of symptoms than with any one symptom domain in isolation, such that more severely trauma-exposed young people were more likely to experience increased symptom clustering. Conclusions: Childhood trauma is pervasive in youth mental health services and associated with a symptom profile that cuts across traditional diagnostic boundaries.

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Section: Discussionmentioning

confidence: 99%

Childhood trauma is prevalent and associated with co-occurring depression, anxiety, mania and psychosis in young people attending Australian youth mental health services

Bendall

Eastwood

Spelman

et al. 2023

Aust N Z J Psychiatry

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“…Unfortunately, teachers often do not receive adequate training and report being ill-prepared to support children who are experiencing trauma [27], [28]. Moreover, training for educators is central to reduce the likelihood of life-threatening impacts of trauma on school children [29] and training is often lacking in professional development opportunities. These issues are often beyond schools' professional abilities.…”

Section: Discussionmentioning

confidence: 99%

School personnel perceptions of working conditions during a pandemic: A mixed methods study

Bernadowski

Hisle

2023

EduLearn

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This mixed-method study explored whether school staff (teachers, principals, vice-principals, paraprofessionals, school counselors, and school social workers) experienced any challenges while working in a school setting during the COVID-19 pandemic. Both quantitative and qualitative data were collected from an online survey instrument and follow-up semi-structured interviews. A total of 207 educational staff from 30 different states in the U.S. completed the online questionnaire, and ten volunteered to be interviewed. The results revealed the challenges educational school staff experienced during the COVID-19 Pandemic, March 2020-present. The major challenges faced by staff relative to students was poor attendance and student mental health. Personal challenges experienced by the staff included concerns about contacting COVID-19 and infecting family members. A thematic analysis of the data led to the identification of four main themes: Blurred lines between home and school, Mental health challenges should guide educational reform, Obstacles to learning, and Lack of support from home. These findings serve to begin a larger conversation about the needs of students and school personnel during a global pandemic.

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“…These other sources of trauma can, unfortunately, exacerbate concerns with family function and family violence (Boxall et al, 2020;Newby et al, 2020;Tran et al, 2020) and can lead to an increased risk of adverse experiences and outcomes for children living in unsafe homes (Teo and Griffiths, 2020). While the harm from experiencing these additional traumatic events can be understood as different from the relational harm that arises from abuse, neglect, and family violence, these various types of trauma can interact with each other and the resulting heightened stress response can impact on school behaviour, learning, and relationships (Siegel, 2015;Berger and Martin, 2021). If educators, and the systems and settings in which they work, are not trauma-informed, stress-related behaviours by children and young people can be misinterpreted as deliberate and defiant and this can lead to further detrimental outcomes for these students, including harsh punishments, suspension, and exclusion (Howard, 2019).…”

Section: Prevalence Impacts and Types Of Traumamentioning

confidence: 99%

Trauma-informed initial teacher education training: A necessary step in a system-wide response to addressing childhood trauma

L’Estrange

Howard

2022

Front. Educ.

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The growing prevalence of students affected by complex trauma, and the significant implications of unresolved trauma for these students later in life, highlights the imperative for a system-wide response to address the effects of complex trauma in student populations. An important step in this system-level response is increasing the knowledge of pre-service teachers in trauma-informed education practice through initial teacher education programs. Trauma-informed education settings are increasingly being recognised as critical in the resolution of complex trauma for impacted learners; however, trauma-informed training in pre-service teacher education is lacking. While a small body of recent research has shown promise in increasing pre-service teacher knowledge and confidence in teaching children and young people affected by complex trauma, there is scant longitudinal data that informs us of how pre-service teachers may be implementing the knowledge they have learnt in their practice after they have graduated. Through survey data, the current study explored the perceptions of 124 Australian pre-service teachers’ knowledge, self-efficacy, and resilience related to working with trauma-affected students before and after completing a 6-week initial teacher education unit in managing student behaviours related to complex trauma, and 1 year after graduating. Key findings indicated pre-service teachers’ knowledge, self-efficacy, and resilience in teaching students with complex trauma increased dramatically from pre- to post- study of the 6-week unit and this learning continued to be evident 1 year into their teaching career. However, the data also suggest that these attributes are not something that develops quickly or without ongoing professional learning and practice. Although pre-service and early career teachers seem keen to advance their trauma awareness, it is important they receive ongoing support to develop their skills into their early careers. These findings have implications for the design of trauma-informed initial teacher education and the importance of additional early career professional learning.

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Embedding trauma‐informed practice within the education sector

Cited by 26 publications

References 11 publications

Childhood trauma is prevalent and associated with co-occurring depression, anxiety, mania and psychosis in young people attending Australian youth mental health services

Childhood trauma is prevalent and associated with co-occurring depression, anxiety, mania and psychosis in young people attending Australian youth mental health services

School personnel perceptions of working conditions during a pandemic: A mixed methods study

Trauma-informed initial teacher education training: A necessary step in a system-wide response to addressing childhood trauma

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