An Exploratory Analysis of the Necessity and Utility of Trauma-Informed Practices in Education

Autor/in	Jacobson, Maya R.
Titel	An Exploratory Analysis of the Necessity and Utility of Trauma-Informed Practices in Education
Quelle	In: Preventing School Failure, 65 (2021) 2, S.124-134 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1045-988X
DOI	10.1080/1045988X.2020.1848776
Schlagwörter	Trauma; Teaching Methods; Student Needs; Stress Variables; Social Emotional Learning; Barriers; Interpersonal Relationship; Educational Environment; School Safety; Student Behavior; Program Effectiveness; Graduation Rate; Foreign Countries; Secondary School Students; Delinquency; Mental Disorders; Refugees; Immigrants; Students with Disabilities; English Language Learners; At Risk Students; Special Needs Students; Student School Relationship; Teacher Responsibility; Behavior Modification; Canada + Suchen Sie Ihr Suchwort? Teaching method; Lehrmethode; Unterrichtsmethode; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Student behaviour; Schülerverhalten; Ausland; Sekundarschüler; Kriminalität; Mental illness; Geisteskrankheit; Flüchtling; Immigrant; Immigrantin; Immigranten; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Sonderpädagogischer Förderbedarf; Schüler-Lehrer-Beziehung; Lehrverpflichtung; Behaviour modification; Verhaltensänderung; Kanada
Abstract	Traumatic experiences in children are pervasive, and trauma has been correlated with adverse academic outcomes, including school dropout. This research study aimed to answer the following question: According to selected educators in specialized programs in Ontario, in what ways are trauma-informed frameworks used to support the social-emotional and academic outcomes of learners? This qualitative research study employed semi-structured interviews with three trauma-informed educators. In brief, the educators reported that their learners face many barriers to their education, oftentimes including the traditional school system itself. Also, the educators all highlighted the importance of relationships, safe spaces, and sensitive responses to learner behaviors. Last, despite their promising reports on learner social-emotional functioning and academics, the educators are unsure whether these programs help to increase graduation rates. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01