Building trauma informed schools in non-western contexts: Teachers’ perceived competence in identification and trauma-informed practices in schools

Abstract

ABSTRACT The Substance Abuse and Mental Health Services Administration trauma model was used as conceptual framework in guiding the development of the Teacher Trauma Identification and Management Scale completed by 284 teachers in inclusive schools in Egypt. In addition, the Statistical Package for the Social Sciences Analysis of Moment Structures (SPSS AMOS) and Andrew Haye’s moderation model were used to estimate the relationship between perceived knowledge of trauma identification and practices among teachers. The result supported the hypothesized relationship between trauma identification and trauma-informed practice. The study concludes with recommendations for developing a homegrown trauma policy to guide schools and teachers.