Sustaining interdisciplinary work in trauma-informed education

Krishnamoorthy, Govind; Ayre, Kay

doi:10.1007/s13384-021-00483-3

Cited by 5 publications

(2 citation statements)

References 37 publications

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“…Fourth, the techniques of EAL instructors, who instruct children and young individuals, and ESOL teachers, who educate adults, are connected by a common thread (Wilson et al, 2024). Both groups of instructors operate in distinct stages and locations of education, own distinct professional organizations, and there is little incorporation of EAL pedagogy in ESOL teacher training or vice versa.…”

Section: Language Learning and Teachings For Adult Immigrants Refugee...mentioning

confidence: 99%

Teachers’ Motivation at Educational Institutions Teaching ESOL to Adult Immigrants, Refugees, and Asylum Seekers in North London

2024

JEP

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The teaching and learning mechanism in North London is considered to be challenging for EOSL teachers due to diverse population of adult immigrants, refugees, and asylum seekers. This is the reason that teachers require a persistent motivation to deal with the changing needs of learners over the past few years. This study considers the prevailing teaching environment and role of teachers to teach English at EOSL institutes. The study developed an interview questionnaire and gathered data from 15 experts that had experience and cultural competency. Using the thematic research approach, the study explored that there is considerable variation in terms of demography, teacher's motivation, institutional support, strategic insights and novel approaches for cooperation. The study concluded that ESOL teachers play an important role in the integration process of non-native English speakers as well as teaching the language.

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Section: Language Learning and Teachings For Adult Immigrants Refugee...mentioning

confidence: 99%

Teachers’ Motivation at Educational Institutions Teaching ESOL to Adult Immigrants, Refugees, and Asylum Seekers in North London

2024

JEP

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“…This guideline proposes that aligning education practice with the trauma-aware interventions delivered by these professionals will enhance outcomes for learners impacted by complex trauma. Case management collaborations between education sites and providers of health, mental health, child protection, and youth justice services (as examples) can be enhanced when educators understand the neurobiological impacts of complex trauma and trauma-aware means to address this harm (Krishnamoorthy and Ayre, 2021).…”

Section: Ten Guidelines For Education Sitesmentioning

confidence: 99%

National Guidelines for Trauma-Aware Education in Australia

Howard

L’Estrange²,

Brown³

2022

Front. Educ.

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The National Guidelines for Trauma-Aware Education in Australia were developed in response to a rapidly growing interest in trauma-aware education across the country and to address the lack of site- and system-level guidance for application of trauma-aware practices in schools and early childhood services. Although research into trauma-aware education was increasing and resources and training and support programs were being developed across Australia, there were no nationally agreed upon guidelines providing consistency to thinking, policy, and practice. Drawing from public health and health promotion models for establishing guidelines for trauma-aware policy and practice, the Guidelines were developed through a thorough process of incorporating research evidence and expert and end-user input. The Guidelines were developed across 2017–2019 and were finalized in 2021 and provide an important first step in a national response to trauma-aware education in Australia. This article will describe the “story” behind the development of the Guidelines. It is hoped that this “story” will help others considering development of systemic resources to inform the establishment and enhancement of trauma-aware policy and practice in schools and early childhood education services.

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The impact of trauma-informed practices on academic outcomes of First Nations children: a pilot study of culturally responsive supports in Australia

Krishnamoorthy,

Harrison,

Ayre

et al. 2024

Humanit Soc Sci Commun

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This pilot observational study examined the effectiveness of trauma-informed and culturally responsive behavior support practices on the academic outcomes of predominantly First Nations children in an Australian primary school. The research supports integrating culturally relevant ways of knowing, being and doing into prevalent pedagogical and behavior support practices. The cohort study found that the co-designed, multi-tier Trauma-informed Behaviour Support program improved students' literacy and numeracy scores over 2 years. The findings highlight the complex relationship between behavioral difficulties and academic abilities. Changes in numeracy scores were significantly higher for students with improved teacher-reported rates of disruptive behaviors. In contrast, changes in literacy scores were equivalent between students with and without such improvements. The findings suggest that educators can improve academic outcomes by promoting cultural safety across the school and making the curriculum more flexible, engaging, and relevant. Further implications for educators, policymakers, and researchers working with First Nations students are discussed.

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Sustaining interdisciplinary work in trauma-informed education

Cited by 5 publications

References 37 publications

Teachers’ Motivation at Educational Institutions Teaching ESOL to Adult Immigrants, Refugees, and Asylum Seekers in North London

Teachers’ Motivation at Educational Institutions Teaching ESOL to Adult Immigrants, Refugees, and Asylum Seekers in North London

National Guidelines for Trauma-Aware Education in Australia

The impact of trauma-informed practices on academic outcomes of First Nations children: a pilot study of culturally responsive supports in Australia

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