An Exploratory Analysis of the Necessity and Utility of Trauma-Informed Practices in Education

Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals

Y

11

Trauma; Teaching Methods; Student Needs; Stress Variables; Social Emotional Learning; Barriers; Interpersonal Relationship; Educational Environment; School Safety; Student Behavior; Program Effectiveness; Graduation Rate; Foreign Countries; Secondary School Students; Delinquency; Mental Disorders; Refugees; Immigrants; Students with Disabilities; English Language Learners; At Risk Students; Special Needs Students; Student School Relationship; Teacher Responsibility; Behavior Modification

10.1080/1045988X.2020.1848776

1045-988X

Traumatic experiences in children are pervasive, and trauma has been correlated with adverse academic outcomes, including school dropout. This research study aimed to answer the following question: According to selected educators in specialized programs in Ontario, in what ways are trauma-informed frameworks used to support the social-emotional and academic outcomes of learners? This qualitative research study employed semi-structured interviews with three trauma-informed educators. In brief, the educators reported that their learners face many barriers to their education, oftentimes including the traditional school system itself. Also, the educators all highlighted the importance of relationships, safe spaces, and sensitive responses to learner behaviors. Last, despite their promising reports on learner social-emotional functioning and academics, the educators are unsure whether these programs help to increase graduation rates.

As Provided

2021

EJ1285579