Educator perspectives on teaching students from traumatic backgrounds and the potential for reflective circles

The trauma challenge: How teachers experience students with complex trauma

“…What can be concluded, however, is that for teachers to develop healthy student–teacher relationships, and be attuned to their own frustration levels in order to proactively regulate their own emotions (Nealy‐Oparah & Scruggs‐Hussein, 2018), processes to facilitate this need to be provided. The literature on critical reflection (Southall et al, 2021), as well as recommendations from trauma‐informed approaches (Howard, 2019), including the delivery of trauma‐informed professional development programmes (Herman & Witaker, 2020), can be applied in ways that enable and support teachers in this vital work. A first step, however, is to recognise the complexity and personal nature of the teacher's role in creating a trauma‐informed pedagogy and acknowledge that without this support, ‘a significant and valuable resource for addressing the outcomes of complex trauma in students, is lost’ (Howard, 2019, p. 212).…”

“…This study explores the experiences of six teachers in regional Victoria, Australia, who sought to apply their trauma-informed understandings after a series of professional development sessions on trauma-informed education. Using a critically reflective process (Southall et al, 2021), these teachers reflected on their many personal and professional challenges as they sought to develop and implement a more trauma-informed practice. The themes arising from these reflections were analysed to identify the complexities inherent in this work and identify the gaps in our understanding of what may be required for the development of a trauma-sensitive learning community.…”

Transforming trauma-informed understanding into trauma-informed practice: The Reflective Circle Education Model

“…While the data was rich in supporting the professional growth these teachers experienced throughout the year, further trials of the RCEM in a range of settings are required before more generalised claims can be made. This process has begun, with some results reported in Southall et al, (2021).…”

“…The Reflective Circle Education Model (RCEM) (Southall et al, 2021) trialled in the current study draws from Gardner’s (2014) model of critical reflection, which has proven effective across health organsations. Gardner’s model defines two distinct stages that structure the analysis of an experience, and through a series of questions, explores the feelings, thoughts, values and assumptions that are influencing the interaction.…”

“…The Reflective Circle Education Model (RCEM) (Southall et al, 2021) is designed as a group reflection of six to eight educators that is facilitated by one member of the group, either as an ongoing role or on rotation that shares responsibility among members. In this model, Reflective Circles (RCs) are normally run twice per school term, which means eight per year, in an Australian school.…”