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

Abstract

In schools today, student trauma and toxic stress may impact students’ ability to learn. Therefore, this inquiry explored the experiences and knowledge of 27 physical education (PE) teachers in the United States related to trauma and trauma-informed practices. Teachers’ experiences were examined through semi-structured interviews informed by the literature. Employing interpretivist philosophical assumptions, data analysis revealed that teachers utilized four general dimensions related to trauma-informed strategies in their gymnasiums: creating a physically safe and emotionally safe space, formulating positive and healthy relationships with students, developing student responsibility, and guiding students toward self-regulation. These strategies aligned with Souers and Hall's (2019) tenets of fostering resilient learners. Although the teachers did not have prior educational experiences with trauma and trauma-informed practices and minimal professional development, they demonstrated what is possible when working with students who experience trauma and/or toxic stress. By fostering resilient learners and engaging in trauma-informed practices, it is conceivable for P-12 students to have positive and inclusive experiences in PE.

What Does it Mean to Adopt a Trauma-Informed Approach to Research?: Reflections on a Participatory Project With Young People Seeking Asylum in the UK

“…Trust has been identified as a crucial element of any T-I approach insofar as it nurtures and reflects transparency in decision-making and seeks to restore some of the ‘broken promises and betrayals’ that characterise trauma (Ellison & Walton-Fisette, 2022; Kimberg & Wheeler, 2019, p. 40). We were fortunate to have already established a strong and trusting relationship with our team of peer researchers, through weekly online (zoom) meetings initiated many months before the instigation of and throughout the project.…”