Primary School Settings Research Articles

Quiet Time- A School Program Based on Meditation for Promoting Well-Being in Children: Results from a Controlled Investigation

<p style="text-align: justify;">Various investigations have applied meditation protocols in the school context, with beneficial effects. Transcendental meditation, however, received little attention in primary school settings and few controlled studies are available. The present study is aimed: 1) to investigate the implementation of a school protocol (Quiet Time-QT) based on Transcendental Meditation ™ in a primary school setting 2) to test its efficacy in promoting strengths and resilience in children, using a controlled research, with a cross over design. 92 students attending fourth and fifth class of a primary school were assigned to either the QT intervention, or to a waiting list condition. Children assigned to the waiting list received the QT protocol after few months. Before and after the intervention children were evaluated by their teachers using the Strengths and Difficulties Questionnaire (SDQ) and the Devereux Student Strengths Assessment (DESSA). A Repeated Measures MANOVA was applied to compare the two groups. After the QT intervention children in the experimental condition showed fewer emotional and behavioral difficulties (SDQ) compared to children in the waiting list. An overall positive effect of QT was observed in the total sample in improving children’s strengths and emotional well-being. Participants enjoyed the practice of meditation in the school setting. Conclusions: the results of this controlled investigation showed that the QT school protocol is feasible in the school setting, and it yielded improvements in children’s strengths and well-being. Meditation programs could be easily included in the educational system to sustain children positive development.</p>

초등 4학년 26명의 영어학습 흥미도 발달을 위해 모바일 앱 활용 영어활동 적용 실행연구

Objectives In this study, for the purpose of improving 26 4th graders’ English learning interest, a homeroom teacher conducted an action research study and helped their mobile-app-based English learning and her adviser supervised the teacher to conduct the research study successfully, according to qualitative research tradition. Although many theorists and scholars propose promising effects of mobile-app-based English learning there is not much mobile-app-based English learning research conducted with primary school students and teachers at public primary school settings. This is an action research study to fill the gap in the previous studies.
 Methods During the spring semester of 2022, 26 elementary school students in a southern province performed mobile-app-based English learning activities with their homeroom teacher in a 30-minute morning-class session and in a 40-minute club activity session. Teacher observation reports, survey results and interview data are collected before, in or after the mobile-app-based English teaching/learning class.
 Results The first result is that almost all of the 26 students liked the English learning activity of singing English songs using YouTube app. As for the second result, among the four English learning apps applied in the study, most of the students liked the Dino Buddies series of the Little Fox app and the Kahoot word quiz app the most, and low-English-learning-autonomy students liked the ‘FunEasyLearn’ English app the most. The third result is that all 26 students' interest in learning English improved while participating in the study, with varying degrees of improvement. The fourth result is that the preference for mobile-app-based English learning activities varies greatly by student according to the level of English-learning interest improvement.
 Conclusions The results of the study showed that 26 students who conducted English learning using mobile apps for one semester developed interests in learning English and that they all had various preferences for mobile-app-based English learning activities. Based on the study results, it can be predicted that the learning effect will be maximized if mobile-app-based English teaching is carefully planned and implemented according to the characteristics, autonomy, personality, and English proficiency levle of each student as a learner. In particular, when carrying out mobile-app-based English teaching for students with low autonomy, it would be very helpful if an individual learning helper or an assistant teacher helps their learning. It seems that further research is still needed to know how to implement mobile-app-based primary English education for Korean learners.

Leading digital transformation and eliminating barriers for teachers to incorporate artificial intelligence in basic education in Hong Kong

Artificial Intelligence (AI) has rapidly emerged as a transformative force across diverse sectors worldwide, with policy initiatives signalling its rising prominence. In the realm of education, AI holds promise for revolutionising learning and teaching. However, the incorporation of AI in basic education faces significant challenges for many schools, particularly when explicit curriculum guidelines are absent, and teachers have limited exposure to AI technologies. This study delves into the importance of integrating Artificial Intelligence in Education (AIED), particularly in primary and secondary school settings, with a specific emphasis on the obstacles and facilitators. The research examines the impact of digital leadership and its role in mitigating teachers' barriers to AIED incorporations. These external variables are systematically outlined within the conceptual framework proposed by this study. Furthermore, it conceptualises and considers three AIED approaches—Learning from AI, Learning about AI, and Learning with AI—as internal variables central to basic-education AIED incorporations, as highlighted in previous research. The study gathers quantitative data through a self-constructed questionnaire survey from 204 school principals and management-level teachers across 60 primary and secondary schools in Hong Kong, capturing their perceptions of AIED incorporation. A structural equation model (SEM) is adopted to analyse the relationships between digital leadership, internal and external teacher barriers, and the three AIED approaches. The findings underscore that digital leadership is a significant factor in facilitating AI incorporations in schools, and that teachers' internal and external barriers considerably affect Learning about AI. The paper concludes by proposing strategies to enhance the capabilities of school leaders and teachers in promoting AIED in basic education.

ICT Integration in English Foreign Language Class: Teacher's Voice in Perceptions and Barriers

This study investigates how primary English teachers integrate ICT into their English class practices in primary school settings. It specifically describes the primary English teachers in integrating ICT into their online classes and the teacher's perception of the function and challenge of integrating ICT in English language teaching. Three English teachers teaching at primary school were recruited as the participants in this study. Framed within a qualitative descriptive study, the researcher collected the data by observing and interviewing the teachers. In doing observation, the researcher used the instruments, such as video records and notes; for interviewing steps, the researcher used audio recordings. The data were analyzed using an interactive analysis model by following steps, namely transcribing, classifying, describing, and interpreting the data. This study concludes that integrating ICT into the teaching and learning process with clear instructional plans has advantages that help students in learning effectively. ICT still has challenges for teachers, like the poor state of the internet and the lack of school and home facilities. It is recommended for schools, teachers, and students be better prepared to use ICT by providing adequate internet connections and providing training to teachers or students.

The Needs of School Professionals for Eating Disorder Prevention in Australian Schools: A Mixed-Methods Survey.

(1) Background: School professionals such as teachers and counsellors are uniquely positioned to facilitate discussion around disordered eating and body image; however, little is known about the needs of school professionals with respect to eating disorder prevention. This study aimed to explore the needs and perceptions of Australian school professionals regarding eating disorder prevention. (2) Methods: School professionals were recruited to a mixed-methods online cross-sectional survey. The survey assessed demographics and perceived needs and attitudes to eating disorder prevention. (3) Results: Most participants (92%) were willing to participate in eating disorder prevention; however, only 61% reported good knowledge and 41% reported feeling confident in implementing eating disorder prevention. Those who had received training in eating disorders (24%) reported higher confidence (p = 0.02) and knowledge (p = 0.04). Only 66% of respondents reported that all teachers should be involved in eating disorder prevention while barriers including workload, knowledge, and resources were commonly highlighted. Fewer respondents working in primary school settings reported the need for prevention approaches (p = 0.046). (4) Conclusions: Despite a willingness to be involved in the prevention of eating disorders, there are inconsistencies in attitudes regarding the role of school professionals in eating disorder prevention. The findings of this study reinforce that understanding professional roles, school settings, and personal attitudes is critical in the development of more efficacious school professional training and prevention interventions.

Are hologram-like pyramid projections of an educational value? Results of a project in primary school settings

Holograms are an emerging technology that can potentially be exploited in education. Moreover, hologram-like pyramid projections offer an attractive solution, as the cost of the device is insignificant. Yet, research on their educational uses is limited. In order to examine the impact of hologram-like pyramid projections on learning, compared to that of conventional videos, a project was implemented. The target group was one hundred and thirty-six students aged ten to twelve. The results demonstrated that there were no significant differences between the two media in terms of knowledge acquisition. On the other hand, the students in the pseudo-holograms group had more fun, were more motivated to learn, and felt that their learning was facilitated. While the above suggests that hologram-like pyramid projections offer positive learning experiences, more studies are needed in order to find ways to fully exploit their educational potential.

Perception of kindness at university relates to emotion regulation and well-being outcomes among Chinese early childhood pre-service teachers during the COVID-19 pandemic

ABSTRACT There is growing attention about the psychological rewards associated with kind school climates in primary and secondary school settings. Its mental health benefits, however, remain under-explored in higher education contexts. This study addresses this gap through examining the role of university kindness or perception of kind acts in university settings in emotion regulation, life satisfaction, psychological flourishing, and coronavirus disease-19 (COVID-19) anxiety among 915 Chinese early childhood pre-service teachers using a structural equation modelling (SEM) approach. Results demonstrated that university kindness was related to increased life satisfaction and psychological flourishing as well as reduced the COVID-19 anxiety. Bias-corrected bootstrapping analysis showed that university kindness had indirect effects on life satisfaction and psychological flourishing via cognitive reappraisal. This research underscores the mental health advantages associated with promoting kindness-oriented climates in university contexts.

The use of evidence-based classroom management strategies by elementary school teachers in Turkey

One of the biggest issues in education today is classroom management, particularly in inclusive environments where students' demands are diverse. The literature suggests using management strategies and evidence-based approaches to manage classrooms effectively. This study aims to investigate how teachers implement evidence-based classroom management techniques in inclusive primary school settings. The data of the research were collected through an online questionnaire and semi-structured interviews. Within the parameters of the study, 103 participants who met the criteria for purposive sampling completed an online questionnaire, and 10 participants took part in semi-structured interviews. The results from the online questionnaire reveal that ‘clearly defining the classroom rules’ is the most often employed evidence-based classroom management technique by teachers. After a descriptive analysis of the data from the semi-structured views. Eleven themes and 35 sub-themes were identified. The findings were discussed and compared with the literature. Recommendations were presented. Keywords: Classroom management, evidence-based approach, inclusive education, integration, management strategies teacher behaviors;

Beyond All Splits: Envisioning the Next Generation of Science on Mindfulness and Compassion in Schools for Students

ObjectivesThis paper describes the emergence of the scientific study of mindfulness in schools; summarizes findings of experimental research on the impacts of school-based mindfulness programs (SBMPs) on student outcomes in prekindergarten, primary, and secondary school settings (ages 4–18 years); discusses scientific limitations and wider critiques of this work; and offers suggestions for future research.MethodsPublic data are used to describe the emergence of science on SBMPs, the foci of this research, and the academic disciplines contributing to it. A narrative summary of scientific findings regarding the impacts of SBMPs on students, and critiques of this work, is also presented.ResultsResearch is increasing and is primarily psychological and prevention-oriented. Evidence shows SBMPs can enhance students’ self-regulation abilities, but SBMPs’ impacts on other student outcomes at different ages are equivocal. The current research has significant limitations, and these, alongside wider critiques of the work, suggest important directions for research.ConclusionsIn the next generation of science, we suggest (a) improving the experimental research; (b) expanding developmental research; and (c) re-envisioning assumptions, theories, and methods in research to go “beyond all splits” towards a non-dualistic and relationally, culturally, contextually, ethically, and developmentally grounded science on mindfulness and compassion for students in schools.

Healthy Eats-Evaluation of a Social Marketing Program Delivered in Primary School Settings in Queensland.

One in four school children in Australia are overweight or obese. In response, the Healthy Eats program was developed, piloted, and delivered using a whole-of-school approach underpinned by the socio-ecological model to increase fruit and vegetable consumption among children aged 8-10 years in regional Queensland, Australia. This research presents an outcome evaluation of the Healthy Eats program using pre-post data collected throughout 2021 (cross-sectional for knowledge and longitudinal for behaviour) from 19 schools to assess whether changes occurred in students' nutritional knowledge (n = 1868 (pre = 933, post = 935)) and fruit and vegetable consumption (n = 1042 (pre = 521, post = 521)). Knowledge data was collected via self-reports two weeks prior and immediately after the Nutrition Module. Behavioural data on daily fruit and vegetable consumption was gathered via student passports (i.e., surveys) one week before and for four consecutive weeks after the Nutrition Module. Chi-Square Difference tests and t-Tests were conducted with a significance level set at p < 0.05. Across all 19 schools, knowledge of the daily recommended serves of fruit and vegetables improved significantly following participation in the program, aligning knowledge closer to the Australian dietary guidelines. Behavioural results for fruit consumption were favourable, with clear improvements reported. Increases in vegetable consumption were demonstrated in two of the eight schools. A discussion on the knowledge-action gap is provided, including recommendations for future iterations of the Healthy Eats program.

The Use of Open Educational Resources during the COVID-19 Pandemic: A Qualitative Study of Primary School Mathematics Teachers in Hong Kong

During the COVID-19 pandemic, teaching and learning activities had to be conducted fully online. To sustain quality education, teachers could use open educational resources (OERs) available in the public domain to make online mathematics teaching more effective and interactive. However, we currently know little about the use of OERs in primary school settings. Therefore, this study seeks to understand their school policies and guidelines on and teachers’ experience of using OERs during the pandemic. Our overarching goal is to provide recommendations on the future development and use of OERs in the context of primary school mathematics education. We employed a qualitative approach and interviewed 13 mathematics teachers from different primary schools. Our findings suggest that teachers tended to rely on OERs more during the pandemic than before. They used OERs to introduce mathematics and to facilitate class interactions in online lessons. However, not all schools had policies and guidelines on the use of OERs in place. Some teachers also encountered challenges when using OERs, such as finding that the resources were unsuitable for school contexts and lower primary school students. Based on the findings, we discuss some possible strategies for the improvement, such as ensuring the suitability of OERs, through developer–teacher collaborations.

Potential association between working memory and physical fitness status: the BRAVE study

Abstract Introduction The World Health Organization launched a global action plan targeted to obtain a 15% relative reduction in the global prevalence of physical inactivity in adolescents by 2030 also promoting school-based PA interventions and programs in school. Active Breaks (ABs) are a school-based intervention consisting of short bursts (5-15 minutes) of Pa led by teachers or peer. Many researches investigated the implementation of ABs into primary school setting as a strategy to reduce sedentary behaviour, improve cognitive and physical function. However, this kind of intervention has not extended to secondary school, especially in Italian context. For this reason we started the BRAVE study to evaluate the potential effect of implementing ABs in secondary school. The study is currently in the administration phase of ABs to adolescents The preliminary analysis aims to underline a potential association between working memory performance (WM) and physical fitness status among secondary school students at baseline. Methods In March 2022 we conducted baseline assessment in a secondary school in Valsamoggia (Bologna, Italy). Working memory was evaluated using backward digit span while physical fitness status was assessed using three different fitness test: standing long-jump (SLJ), six minute Cooper Test (6MCT) and Shuttle run test (SR). Results A total of n = 125 adolescent, mean age 12.79±0.89, were enrolled in the study. After performing a regression analysis we found that WM is significantly associated only with age of student (b = 0.2, 95%CI 0.25, 0.11 p = 0.02). A trend also emerged between WM performance and SLJ but with no statistically significant differences (b = 0.160, 95%CI 0.03, 0.02, p = 0.09). The 6MCT and HT have no relevant associations with WM score. Conclusions These preliminary results suggest that age is associated with cognitive performance but no positive association were found between WM score and physical fitness status excepted for a small trend with SLJ test. Key messages • Age is related to WM in adolescent students. • ABs interventions could represent a valid strategy to encourage movement, improve cognitive and physical fitness performance.

Students’ self-efficacy in self-regulation together with behavioural and emotional strengths: investigating their self-perceptions

ABSTRACT Students’ self-perceptions are a foundation for educational and psychosocial development. In order to investigate self-perceptions, we need to recognise the preconceptions (e.g. doubts and confidence) students hold about themselves. In this study, we examined 10–16-year-old students’ (N=599) self–perceptions from the viewpoints of the sources of self-efficacy in self-regulation and behavioural and emotional strengths. Specifically, we used descriptive analyses to examine whether students’ ages or received pedagogical support played a role in how they perceived themselves, and whether these viewpoints are related to each other. Our results indicate that, in general, primary school students perceived their sources of self-efficacy in self-regulation and strengths more positively than did lower secondary school students. However, the experience of stress and anxiety in task situations did not differ between the groups. Further, pedagogical support did not play a significant role in how primary school students perceived themselves, whereas in lower secondary school, significant differences were found in several areas. Finally, we found that the sources of self–efficacy in self-regulation and strengths were related in both primary and lower secondary school settings.

Transmission of SARS-CoV-2 in a primary school setting with and without public health measures using real-world contact data: A modelling study.

BackgroundStringent public health measures have been shown to influence the transmission of SARS-CoV-2 within school environments. We investigated the potential transmission of SARS-CoV-2 in a primary school setting with and without public health measures, using fine-grained physical positioning traces captured before the COVID-19 pandemic.MethodsApproximately 172.63 million position data from 98 students and six teachers from an open-plan primary school were used to predict a potential transmission of SARS-CoV-2 in primary school settings. We first estimated the daily average number of contacts of students and teachers with an infected individual during the incubation period. We then used the Reed-Frost model to estimate the probability of transmission per contact for the SARS-CoV-2 Alpha (B.1.1.7), Delta (B.1.617.2), and Omicron variant (B.1.1.529). Finally, we built a binomial distribution model to estimate the probability of onward transmission in schools with and without public health measures, including face masks and physical distancing.ResultsAn infectious student would have 49.1 (95% confidence interval (CI) = 46.1-52.1) contacts with their peers and 2.00 (95% CI = 1.82-2.18) contacts with teachers per day. An infectious teacher would have 47.6 (95% CI = 45.1-50.0) contacts with students and 1.70 (95% CI = 1.48-1.92) contacts with their colleague teachers per day. While the probability of onward SARS-CoV-2 transmission was relatively low for the Alpha and Delta variants, the risk increased for the Omicron variant, especially in the absence of public health measures. Onward teacher-to-student transmission (88.9%, 95% CI = 88.6%-89.1%) and teacher-to-teacher SARS-CoV-2 transmission (98.4%, 95% CI = 98.5%-98.6%) were significantly higher for the Omicron variant without public health measures in place.ConclusionsOur findings illustrate that, despite a lower frequency of close contacts, teacher-to-teacher close contacts demonstrated a higher risk of transmission per contact of SARS-CoV-2 compared to student-to-student close contacts. This was especially significant with the Omicron variant, with onward transmission more likely occurring from teacher index cases than student index cases. Public health measures (eg, face masks and physical distance) seem essential in reducing the risk of onward transmission within school environments.

Continuities, discontinuities and transition in early childhood literacy education at digital time

Introduction. This paper reports the results of a study concerning the views and the expectations of primary teachers for the transition from kindergarten to primary school. Goal. In a recently new educational environment, in which all educators “forced” to continue their educational practices as to ensure for their students a smooth transition from one level to another, two transitions processes implemented. The first one concerns the move from in-person to virtual delivery of the language classroom and the second one concern the preschoolers’ transition from kindergarten to primary school. Methods of the Research. In this context, 16 Greek first grade primary school teachers' views about their (previous preschoolers) students' literacy development and elements of literacy knowledge after remote teaching (in a preschool setting) were collected with semi-structured interviews and analyzed using thematic analysis. The Results. The results showed that support for the transition of young children from preschool to primary school settings and literacy development was inevitably affected into this new educational environment. Therefore, teachers propose the continuity between early childhood and primary school literacy programmes as the key for a smoother transition. Based on evaluations of experiences, a smooth transition and continuity from one level to another could be also facilitated and intermediated by collaboration of preschool and primary school teachers and other stakeholders. Furthermore, discontinuities in early childhood literacy education and development could be disappeared if policy makers try to bridge and sculpt “distances” via effective transition programmes. Conclusions. The knowledge of current practice, priorities, challenges, and opportunities will help language educators to adjust their education offer, their syllabi, expectations, or pedagogical approaches to facilitate a more positive and smooth transition process for each and every learner.

An evaluation of a dog-assisted social and emotional learning intervention in a school setting: Study protocol for a cluster-randomised trial

Many children and adolescents experience mental health problems which has highlighted the need for early intervention. Social and emotional learning (SEL) interventions in schools can support the wellbeing of children. There is also increasing recognition of the benefits of therapy dogs on the psychological, biological and social aspects of children's wellbeing. Although there has been growing interest in using therapy dogs in primary school settings, research within the school setting has been impeded by methodological limitations. In particular, there is limited research investigating therapy dog-assisted SEL interventions within mainstream schools. The negative long-term impact of mental health problems and poor social competence make early intervention and prevention a focus. This paper outlines the protocol to implement a therapy dog-assisted SEL intervention using Merrell's Strong Kids Grades 3-5 Program in an Australian primary school using a cluster-randomised trial. Students in Year 5 will take part in the program and classes will be randomly allocated to one of three groups: (1) control/waitlist group, (2) SEL intervention group and (3) therapy dog-assisted SEL intervention group. The primary outcome is social competence (prosocial skills and SEL knowledge), and the secondary outcome is internalising behaviour (symptoms of anxiety and depression). A third outcome of engagement will also be investigated. Findings from this research will contribute to the discussion regarding the use of therapy dogs in schools and, if proven effective, will provide a way to incorporate a therapy dog into a school setting to support social competence and the wellbeing of students. Trial number: ACTRN12622000765729 on the Australian New Zealand Clinical Trials Registry.

Accompanying the development of emotion regulation: A psychological and pedagogical topic in pre- and primary-school

Emotion regulation is described as a milestone in a child’s emotional and social development. Various psychological studies have shown that children do differ in their development of expression, perception and regulation of their own emotions (Goleman, 2013; Petermann &amp; Gust, 2016; Siegler et al., 2011) and explicit perceptual, language based and cognitive strategies to achieve regulative competences in early childhood. In accordance with international studies the results indicate the importance of enhancing the emotional development of children in kindergarten and at the beginning of school. Especially the role of social-conscious emotional regulation, anger management and inhibition of aversive external behavior seems to be a key element for learning engagement, school success, wellbeing and mental health. This requires professionals in pre- and primary school settings who are able to accompany children in and are capable to work on prevention and intervention in case children show externalizing behavior. The article focuses on the implementation of emotional learning and emotional regulation on a curricular basis for vocational training and discusses a multilevel and systemic approach for prevention.

Development of a pilot human-canine ethogram for an animal-assisted education programme in primary schools – A case study

Animal-assisted interventions (AAI) have received increased research and practice interest in Hong Kong. The physical and psychological well-being of trained animals in AAI has been advocated in Hong Kong, but it has not been assessed objectively to evaluate animal welfare. This paper describes the development of a pilot ethogram (i.e., The CARing Kids ethogram) to assess human-dog interaction in an animal-assisted humane-education programme. The ethogram aims to measure the stress responses of a ‘reading dog’ to which the participants were instructed to read a storybook and with which the participants interacted throughout the six sessions of the programme. A scoping review of existing ethograms was conducted, and relevant coding items were extracted to form the basis of the current programme-specific ethogram. Three coders analysed the frequency and duration of the canine stress behaviours when interacting with students and handler in the programme. An in-depth interview with the handler was then conducted to obtain additional information on the dog as a reference for comparing the school and home settings. The interrater reliability of the CARing Kids ethogram was 80%. Chi-square analyses were conducted to explore the changes of behaviours in the canine, students, and handler across the sessions. The results indicated that students had increased interactive behaviours in later sessions (X2(2) = 34.40, p < 0.01). No significant changes of pooled stress related canine behaviour (X2(2) = 2.75, p = 0.25) and handler behaviour (X2(2) = 1.24, p = 0.54) were observed. The study outlines the development of an ethogram that accessed both human and canine behaviours during the AAI. Although the analysis is limited by being a single-subject case study, it is the first attempt to apply an ethogram to capture the human-animal dynamic interaction in an animal-assisted education programme in a Hong Kong primary school setting. This pilot study has significant practical implications for developing future AAIs and advocacy work for animal welfare in Hong Kong. The results of this study and the methodology to analyse the behaviour of a reading dog, students, and handler may shed light on how to enhance the welfare of service animals in AAI.

Parental Attitudes Towards Homework in Maltese Primary School Settings: An Empirical Analysis

This paper explores a range of parental attitudes towards homework (HW) in primary school settings in Malta and Gozo. International research suggests that while parental attitudes towards HW vary across certain groups and population characteristics, they tend to be mostly positive. Positive attitudes are associated with increased direct parental involvement, which is in turn thought to improve overall academic performance. However, HW can also become a source of struggle and stress. This study aimed to further explore such claims, as well as develop previous work by local undergraduate researchers in ascertaining major trends in parental attitudes in Maltese primary school settings, and finally, understand how these fit more broadly in the context of Maltese society. A survey design and quantitative analysis of online questionnaire data from a sample of 59 Maltese and Gozitan parents was carried out to test various hypotheses relating to general attitudes towards HW, attitudes towards direct involvement in helping children do their HW, as well as perceptions of HW as stressful, excessive, or too difficult for children. The results showed that despite considering it as a stress factor, Maltese parents held generally positive attitudes towards HW as a valid educational tool, while favouring a less direct approach to helping their children. Maltese children are apparently expected to take a degree of personal responsibility for their HW, which can be interpreted as a crucial requirement for the early education of citizens and independent economic actors in an increasingly individualistic and consumeristic contemporary Maltese society.

Multi-Tiered Culturally Responsive Behavior Support: A Qualitative Study of Trauma-Informed Education in an Australian Primary School

There is growing awareness of the impact of intergenerational trauma and community disadvantage on the educational achievement of Aboriginal and Torres Strait Islander (First Nations) children in Australia. Scholars have identified the need for culturally responsive and trauma-informed approaches to complement existing disciplinary and behavior support practices utilized in schools. This pilot research project explored the experiences of primary school teachers who were supported to implement trauma-informed practices in a regional primary school with a large number of First Nations students. Qualitative interviews with eight teachers were conducted after a 3-year (2017–2020) implementation of the Trauma-Informed Behavior Support (TIBS) program. Using a thematic analysis approach, the study identified the following themes: changes in teacher knowledge about the impact of intergenerational trauma, acknowledgment of the multi-systemic influences on student behavior difficulties, increased self-efficacy in providing culturally safe learning environments and strategies for building relationships with First Nations students. The findings offer insights into factors that support the successful and sustainable implementation of culturally responsive and trauma-informed practices in primary school settings.