Relational ways of being an educator: trauma-informed practice supporting disenfranchised young people

Abstract

Despite complex reasons for disengagement and exclusion from conventional schooling, all children have a right to education that is of a high quality. Disenfranchised young people require alternatives for re-engaging in education. This necessitates a rethinking of what it means to be an educator in alternative education settings and how to relate to young people who have experienced exclusion and failure in conventional school settings. Relational ways of being an educator are vital to support the creation of lifelong learners, not merely school completers. Flexible learning programmes offer a model of re-engagement in which relational ways of being an educator are prioritised. This article explores key aspects of trauma-informed practice and relational pedagogy in a network of flexi schools in Australia. Relational pedagogy can redress the impact of trauma and social exclusion experienced by young people. In flexi schools educator identities are challenged and changed by a willingness to explore and understand the impact of trauma on young people's development and capacity to learn. A commitment to trauma-informed practice and relational pedagogy requires educator identities to be co-constructed and negotiated in relationship with young people and colleagues. These shifts in educators' sense of identity in the flexi schools context are explored. IntroductionDifferent ways of being an educator are required in order to re-engage young people facing multiple complexities in their lives (Morgan, Brown, Heck, Pendergast, and Kanasa 2013). This article highlights the importance of trauma-informed practice and relational pedagogy in flexible learning contexts as strategies for re-engagement. These ways of working with young people require shifts in an educator's sense of identity and development in practice. Three focal points related to teacher professional identity (TPI) evident in the literature will be explored: the emotional dimension of TPI including the notion of a teacher as carer; the impact of reform agendas on TPI and the influence of context on TPI (Lasky 2005;Noddings 1992;Smyth 2007). These focal points address a particular gap in the literature related to TPI in alternative education contexts specifically developed to enfranchise young people. They are aligned

Turning points in a qualitatively different social space: young adults’ reflections of alternative provision

“…Poor, or a lack of, relationships in mainstream settings are frequently reported as important in placement breakdown (Attwood, Croll, and Hamilton 2004;Trotman, Tucker, and Martyn 2015;Lumby 2012). Whereas positive, respectful relationships are reported by young people attending AP settings (Cajic-Seigneur and Hodgson 2016;Trotman, Tucker, and Martyn 2015;McCluskey, Riddell, andWeedon 2015, Morgan et al 2015;Pomeroy 1999) and are foundational to reconnecting with young people and engaging them in learning (Morgan et al 2015;McGregor et al 2014;McGregor and Mills 2012;Lumby 2012;Cullen and Monroe 2010;Attwood, Croll, and Hamilton 2004).…”

“…The respect that comes along with the more grown up relationships with staff is highly valued by young people who attend AP (Pomeroy 1999;Nicholson and Putwain 2015;McCluskey, Riddell, and Weedon 2015;Morgan et al 2015). Alongside respect there is a willingness to engage in humour and banter providing a safe space for young people to explore the dynamics of grown up relationships and to learn how and when to engage in these practices (Trotman, Tucker, and Martyn 2015;Attwood, Croll, and Hamilton 2004;Thomson and Pennacchia 2014).…”

“…A review undertaken by O Gorman, Salmon, and Murphy (2015) suggests that staff taking the time to listen leads to young people conforming to behavioural expectations. Indeed, Morgan et al (2015) suggest the social, emotional and academic learning are intertwined, and that the mutual respect and care which can be experienced in AP settings leads to reengagement.…”

“…This is in line with previous research which considered AP sites as having the potential to provide 'a schooling experience that was positive enough to make these young people want to reconnect to learning and allow them to dream different futures for themselves ' (McGregor and Mills 2012, 854). Indeed, Morgan et al (2015) have gone as far as to suggest that 'relational ways of being an educator are vital to support the creation of lifelong learners' (2015, 1), theorising that attending AP can have long-term impact. This positive view of the potential of AP sits in contrast to the work of Jalali and Morgan who whilst agreeing about pupils' perceptions of behavioural improvements in AP suggested that 'for the majority of students, the thought processes guiding their behaviour remain unchanged … Such thinking indicates the ineffectiveness of PRU remits in supporting long term behaviour change' (Jalali and Morgan 2017, 9).…”

Perceptions of a Mindfulness Intervention to Manage Stress and Support the Emotional Work of Teachers in Alternative Schools

“…This priority is critical due to the complex social, emotional, physical, and intellectual needs often experienced by the young people attending these schools (McGregor & Mills, 2012). In recognition of these needs, alternative schools place an emphasis on relationships and community to facilitate the continued educational engagement of these young people (McKeown, 2011;McGregor & Mills, 2012;Morgan, Pendergast, Brown & Heck, 2015). To cultivate this strong sense of community, alternative schools require dedicated and well-trained staff who understand the complex emotional needs of their student population (Wilson, et al, 2011).…”