Building Trauma Informed Teachers: A Constructivist Grounded Theory Study of Remote Primary School Teachers’ Experiences With Children Living With the Effects of Complex Childhood Trauma

Abstract

The experiences of remote teachers who work with children living with the effects of complex childhood trauma is under explored. Children from remote areas of Australia are vulnerable to complex childhood trauma as their communities can face the effects of colonization, higher rates of disadvantage and exposure to potentially traumatic circumstances, such as natural disasters and family and community violence. This is compounded by the tyranny of distance in accessing effective supports. In such contexts, the roles of schools and teachers in addressing the debilitating impacts of trauma are both vital and amplified. This article summarizes a qualitative study, incorporating constructivist grounded theory, that generated a new theory to explain social processes that teachers in remote schools undergo when working with the effects of complex childhood trauma. Data were collected from teachers in individual interviews (n = 23) and a focus group. Data were analyzed using constant comparative method, emergent themes were categorized, leading to the development of the grounded theory, Building Trauma Informed Teachers. This overarching theory consists of seven categories. This study contributes insights into the scope and nature of the work of teachers in remote schools and recommends ways in which cognate systems can prepare and support teachers for their professional work supporting and educating trauma-impacted children.

Experienced, trauma-informed teachers working in remote Australia: What is required for their work to be effective?

“…This study presents themes that emerged from a focus group interview with remote teachers regarding what is needed for them to do their work effectively with students impacted by trauma. A small but growing amount of research has focused on the perspectives of teachers working with students impacted by trauma (Alisic, 2012;Davies and Berger, 2020;Barrett and Berger, 2021;Berger et al, 2021;Miller and Berger, 2022) including those who are working in remote settings (Brown et al, 2022). Due to the paucity of research in remote school settings and the particular challenges faced by these teachers, it is important that research continues to examine this understudied topic.…”

“…When teachers first arrive in a remote setting, they may experience "culture shock" (Oberg, 1960;Adler, 1975;Muecke et al, 2011;Irving et al, 2017;Brown et al, 2022). This may occur when students and parents bring "community and cultural values into the classroom" (Eady et al, 2021, p. 214) that are vastly different to the teacher's own 10.3389/feduc.2023.1123586 Frontiers in Education 03 frontiersin.org cultural background.…”

“…This may occur when students and parents bring "community and cultural values into the classroom" (Eady et al, 2021, p. 214) that are vastly different to the teacher's own 10.3389/feduc.2023.1123586 Frontiers in Education 03 frontiersin.org cultural background. Thus, it is important that teachers new to remote areas are culturally aware (Foley and Howell, 2017;Biddle et al, 2018;Wilks et al, 2020;Brown et al, 2022). In Australia, people identifying as Aboriginal and/or Torres Strait Islander consist of 3.3% of the Australian population yet comprise 32% of the population in remote communities (Australian Institute of Health and Welfare [AIHW], 2022b).…”

“…This can be achieved by teachers being trauma-informed, which means teachers understand the type and prevalence of adverse experiences amongst students, recognize the impact these experiences can have, and ensure that school is not a place of re-traumatization (Bellamy et al, 2022). Thankfully, there are some highly experienced and dedicated, trauma-informed people working in remote schools who recognize the impact of trauma on students and communities and who are advocating for the consistent implementation of trauma-informed practices in schools (Brown et al, 2022). With appropriate support, the work of these teachers will be nurtured and enhanced, and the numbers of these teachers will grow.…”

Validating the Barriers and Enablers for Teachers Accessing Professional Development of Trauma Informed Pedagogy

“…Trauma-informed care describes a shift in school staff towards cultivating a whole-of-school culture that understands the prevalence of childhood trauma and responds to its impacts, recognises the signs and symptoms of trauma in staff, families, and students, and responds by changing policies, practices, and processes to ameliorate rather than exacerbate the impacts of ACEs and complex harm (Baker, Brown, Overstreet, Wilcox, & New Orleans Trauma-Informed Schools Learning Collaborative, 2021). Brown et al (2022) discuss the barriers to teachers providing a therapeutic response to children in their classrooms displaying trauma-based behaviours. This includes teachers in some communities, in particular remote and isolated locations being first responders as they are frontline workers akin to ambulance and police officers and the impact on children and teachers when they don't have the skills, knowledge and experience to manage disclosures and pain-based behaviours.…”