Embracing a Trauma-Sensitive Approach

IF 4.3 Q1 EDUCATION & EDUCATIONAL RESEARCH
Amy Ballin
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引用次数: 0

Abstract

One pathway to creating more equitable schooling is through schools becoming trauma sensitive. Students exposed to trauma are more likely to struggle in school compared to their non-trauma-exposed peers. Changing the school environment allows trauma-exposed students more opportunities to access academics. This qualitative study explores the practices and strategies employed by one elementary school (K–5) to become trauma sensitive. Based on the data, five subthemes emerged that coalesce around the overarching theme of creating a caring community to achieve a trauma-sensitive school. For the purposes of this study, a caring community is defined as a group of people sharing a common workplace who have a true interest in the well-being of others in the community. The five subthemes include (1) the faculty’s commitment to creating a safe school, (2) intentional school design to foster support (covered in Ballin, 2022), (3) a commitment to engaging families, (4) a desire to make school fun, and (5) the principal’s support of the school community. By embracing practices aligned with trauma-sensitive schooling, this small school changed the learning environment to give more children chances for success despite current and past traumatic experiences.
采用对创伤敏感的方法
创造更公平教育的途径之一是让学校对创伤敏感起来。与没有受过创伤的同龄人相比,受过创伤的学生更有可能在学校里挣扎。改变学校环境可以让遭受创伤的学生有更多的机会接触学术。本定性研究探讨了一所小学(K-5)创伤敏感的实践和策略。根据这些数据,出现了五个子主题,它们围绕着创建一个关怀社区的总体主题,以实现一个创伤敏感的学校。为了本研究的目的,一个关爱社区被定义为一群人共享一个共同的工作场所,他们对社区中其他人的福祉有真正的兴趣。五个副主题包括(1)教师致力于创建一个安全的学校,(2)有意的学校设计以促进支持(在Ballin, 2022中提到),(3)参与家庭的承诺,(4)使学校变得有趣的愿望,以及(5)校长对学校社区的支持。通过采用与创伤敏感教育相一致的做法,这所小型学校改变了学习环境,让更多的孩子有机会成功,尽管现在和过去都有创伤经历。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
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来源期刊
Journal of Teaching and Learning
Journal of Teaching and Learning EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
1.80
自引率
2.20%
发文量
18
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