Exploring teachers' perspectives on trauma-informed education

This dissertation was completed and submitted at Nipissing University, and is made freely accessible through the University of Toronto’s TSpace repositoryThe alarming prevalence of adverse experiences and trauma in childhood and associated risks to child and youth psychological and physical well-being is considered to be a significant public health concern. In school settings, students affected by trauma may struggle with cognitive, emotional and behavioural difficulties that impact their ability to meet classroom expectations and engage meaningfully in positive learning opportunities. Educational policies and practices informed by current research on trauma have potential to address students’ trauma-related difficulties, build resiliency and place students on healthier developmental paths. In this mixed methods study, teachers’ (n = 8) perspectives on trauma-informed education were explored through qualitative interviews and responses on the Attitudes Related to Trauma-Informed Care (ARTIC) Scale. Findings indicated that participants expressed favourable attitudes toward trauma-informed principles and identified the value of pedagogical practices based on: (a) using a trauma-informed lens, (b) strengthening connections, and (c) changing educational perspectives. Participants highlighted the importance of positive teacher-student relationships, ongoing professional learning related to trauma for educators, and broad-based school board support for initiatives focused on student mental health and well-being. Recommendations for teachers, administrators and policy-makers include ongoing, relevant professional learning opportunities for educators specific to student trauma, and further research focused on implementation of established trauma-informed school frameworks.Ph.D