An exploratory analysis of the necessity and utility of trauma-informed practices in education. Issue 2 (1st February 2021)

• Record Type: Journal Article
• Authors: Jacobson, Maya R.
• Is Part Of: Preventing school failure. Volume 65:Issue 2(2021)
• Page Start: 124
• Page End: 134
• Publication Date: 2021-02-01
• Subjects: Education -- refugee students -- trauma-informed -- trauma-sensitive -- youth justice; Problem children -- Education -- Periodicals; Children with disabilities -- Education -- Periodicals; School failure -- Periodicals; Education -- Periodicals; 371
• DOI: 10.1080/1045988X.2020.1848776
• Languages: English
• ISSNs: 1045-988X

Abstract

Abstract: Traumatic experiences in children are pervasive, and trauma has been correlated with adverse academic outcomes, including school dropout. This research study aimed to answer the following question: According to selected educators in specialized programs in Ontario, in what ways are trauma-informed frameworks used to support the social–emotional and academic outcomes of learners? This qualitative research study employed semi-structured interviews with three trauma-informed educators. In brief, the educators reported that their learners face many barriers to their education, oftentimes including the traditional school system itself. Also, the educators all highlighted the importance of relationships, safe spaces, and sensitive responses to learner behaviors. Last, despite their promising reports on learner social–emotional functioning and academics, the educators are unsure whether these programs help to increase graduation rates.