Open Access. Powered by Scholars. Published by Universities.®
Articles 1 - 2 of 2
Full-Text Articles in Education
How Is Trauma-Informed Education Implemented Within Classrooms? A Synthesis Of Trauma-Informed Education Programs, Jacolyn Norrish, Tom Brunzell
How Is Trauma-Informed Education Implemented Within Classrooms? A Synthesis Of Trauma-Informed Education Programs, Jacolyn Norrish, Tom Brunzell
Australian Journal of Teacher Education
The purpose of this study was to synthesise the content of trauma-informed education programs with a focus on classroom strategies. Programs (N = 20) were identified that focused on primary and secondary schools and were suitable for application in the classroom by teachers. Program materials available in the public domain were collated and the qualitative research method of reflexive thematic analysis was used to explore commonalities and themes in classroom strategies across different approaches. Classroom strategies were aimed at meeting students’ somatic (i.e., ‘bottom-up’) capacities of safety needs, self-regulatory needs, sensory needs, and relational and attachment needs. Classroom strategies also …
Why Do You Work With Struggling Students? Teacher Perceptions Of Meaningful Work In Trauma-Impacted Classrooms, Tom Brunzell, Helen Stokes, Lea Waters
Why Do You Work With Struggling Students? Teacher Perceptions Of Meaningful Work In Trauma-Impacted Classrooms, Tom Brunzell, Helen Stokes, Lea Waters
Australian Journal of Teacher Education
This study contributed new findings to the construct of meaningful work (MW) and negative impacts on MW. In other professional samples, finding meaning in work has been shown to be an effective buffer when facing workplace adversity. However, prior investigation has neither identified nor explored the specific sources and mechanisms of meaningful work that teachers derive from educating trauma-affected students. Within a cross-sectional sample of primary and secondary teachers (N = 18) working in trauma-affected classrooms, two interrelated sources of MW: (1) practice pedagogy and (2) teacher wellbeing were further analysed for discussion via Rosso, Dekas, and Wrzesniewski’s (2010) four …