Developing an understanding of the trauma-informed pedagogy of primary school teachers

The rapidly evolving need for trauma-informed practices (TIP) in the school environment has seen a ‘leapfrogging’ from knowledge to classroom practice, without the requisite development of a trauma-informed pedagogy at the classroom level. As such, little is known about the pedagogical practices teachers adopt in the classroom, with little research assessing the microlevel of classroom practices. This research aims to examine the TIP perceived as effective by classroom teachers, which may facilitate the development of classroom trauma-informed pedagogy guidelines. Australian primary school teachers (N = 226) completed a survey assessing their use of classroom practices that they deemed effective for supporting students who have experienced trauma. Only half (n = 115) reported any use of TIP in their classroom and this self-reported data included a) strategies used, b) purpose and aim of the strategy and c) frequency of strategy use. Learner self-regulation strategies were the most frequently reported strategies by the highest number of teachers, followed by themes of classroom and psychological safety and teacher-student relationship building. Teacher reports of specific learning strategies or pedagogies to facilitate learning (i.e., cognitive, memory, or tasks related such as differentiation or explicit teaching) were less frequently mentioned. The findings suggest that teacher TIP prioritises supporting individual student's emotions and behaviour with less focus on whole class strategies, pedagogies or learning and cognition support. These findings have significant implications for understanding teacher use of trauma-informed pedagogy, alongside the imperative to deliver inclusive and equitable educational opportunities and outcomes for trauma-affected students.