Navigating Trauma-Responsive Education - Perspectives and Practices
15th METU ELT Convention, Ankara, Türkiye, 10 - 11 Mayıs 2024, (Yayınlanmadı)
- Yayın Türü: Bildiri / Yayınlanmadı
- Basıldığı Şehir: Ankara
- Basıldığı Ülke: Türkiye
- Ankara Yıldırım Beyazıt Üniversitesi Adresli: Evet
Özet
Meta-analyses of school-based social and emotional learning (SEL) illustrate that
academic outcomes and holistic wellbeing improves among students who receive
SEL interventions at school (Cipriano et al., 2023; Durlak et al., 2011). Traumaresponsive teaching and social emotional learning are intertwined because students
experiencing high levels of trauma can greatly benefit from social emotional
learning practices (Osher et al., 2019). Reviews of trauma-informed school-wide
interventions have uncovered a lack of knowledge about educator understanding
of trauma-informed practices and educator perceptions of student experiences of
trauma (Berger, 2019; Stratford et al., 2020). In a qualitative interview study
with 34 educators of children aged 5-18 in the United States, I examine the
ecological lens through which educators describe student experiences of trauma.
I find that educators who describe student experiences of trauma in a broader and
more structural way are also more likely to talk about implementing individual
student supports and social emotional practices. In contrast, educators who talk
about student experiences of trauma in a more blaming and pathologizing way,
also describe implementing fewer individual supports and fewer social emotional
practices. This work has implications for professional development. It may be
beneficial to encourage trauma-informed practices and social emotional learning
in tandem, rather than as separate practices. Furthermore, it is critical to consider
an educator’s worldview about trauma-informed practices and social emotional
learning because educators perceive novel professional development through their
existing worldview and beliefs about students (Coburn, 2001).
Keywords: Trauma-informed teaching, social emotional pedagogies, professional
development, educator perspectives