The absence of trauma-informed practices in the high school production process: A qualitative study

Abstract

ABSTRACT Theatre has the potential to impact students’ mental health, especially when creating and telling stories with traumatic themes. Theatre teachers are uniquely positioned to unintentionally inflict further harm on their students if they do not incorporate trauma-informed practices (TIP) in the work they do in class and in productions. As theatre educators typically do not have special certifications or credentials in mental health, knowing TIP is crucial to help prevent the retraumatization of students who have experienced trauma. This study discusses current practices in the high school production process in the United States and the absence of TIP in theatre teacher training programs and professional development.