Abstract
Childhood trauma has well-documented negative effects on children, including in the school setting. First Nations students are disproportionately exposed to trauma. However, limited research has explored teachers’ experiences in response to trauma-affected First Nations students. This study aimed to explore teachers’ experiences of supporting First Nations students with a trauma history. Ten teachers and school staff were interviewed using a semi-structured interview schedule, and the interviews were analysed using thematic analysis. Six themes emerged from the interviews: (1) The Landscape of Trauma; (2) The Impact of Trauma; (3) Trust and Relationships; (4) An Individualised Approach; (5) Red Tape; and (6) The Silver Lining. Results showed that culturally responsive training is required to equip schools to support First Nations students with a trauma background. Future research should also evaluate the effectiveness of trauma-informed programs with marginalised student populations.
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Notes
In Australia, the terms Aboriginal and Torres Strait Islander and First Nations peoples are accepted terms to use when referring to those who first resided on the lands now known as Australia.
Whole-school approach involves schools providing education and support for all students, staff and parents, as well as targeted education and support for smaller groups of students, staff and parents.
The Larrakia people are the traditional owners of the Darwin region.
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Miller, J., Berger, E. Supporting First Nations Students with a Trauma Background in Schools. School Mental Health 14, 485–497 (2022). https://doi.org/10.1007/s12310-021-09485-z
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DOI: https://doi.org/10.1007/s12310-021-09485-z