Strengthening the Impact of Using a Trauma-informed Lens in the Classroom

Abstract

This paper explores how changing an approach from a traditional behaviour model to that of a trauma-informed lens for children who have experienced adverse childhood experiences from abuse, neglect, violence or witnessing violence in the home, grief and loss (death, divorce, unnatural events) can have an impact on their engagement to learning and emotional challenges. This study comes from a strengths perspective acknowledging students' character strengths that can be built on for overcoming adversity. It aims to put forward a framework from a trauma-informed lens to support teacher capacity to strengthen the use of interventions that contribute to improved student engagement. Research collected through seven teachers’ narratives examines the complex relational, behavioural and cognitive learning needs of these students and their teachers’ needs to feel empowered to teach in an inclusive classroom or innovative learning environment. The study aims to suggest that all children can benefit from trauma-informed principles and pedagogy as protective factors enhancing resiliency. The key findings of the study was that frameworks need to be tailored to the needs of the individuals. The interventions used to meet specific goals need to be explicit, planned and purposeful. A proactive strengths-based approach in an inclusive environment through a trauma-informed lens is required for best outcomes.