Trauma-Informed School Programming: A Partnership Approach to Culturally Responsive Behavior Support

Bellamy, Tessa and Krishnamoorthy, Govind ORCID: https://orcid.org/0000-0003-1515-1103 and Ayre, Kay and Berger, Emily and Machin, Tony ORCID: https://orcid.org/0000-0002-0967-6934 and Rees, Bronwyn Elizabeth (2022) Trauma-Informed School Programming: A Partnership Approach to Culturally Responsive Behavior Support. Sustainability, 14 (7):3997. pp. 1-17.

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Abstract

Despite significant investments and reforms, First Nations students have poorer educational outcomes than non-indigenous students. Scholars have pointed to the need to improve the cultural competence of teachers and school leaders, revise punitive and exclusionary disciplinary procedures. and promote the use of culturally responsive practices to mitigate the impacts of colonization, transgenerational trauma and ongoing structural inequities on students. The development of such trauma-informed, culturally responsive systems in schools requires educators to respectfully work in partnership with First Nations communities, as well as health and community services supporting First Nations families. This pilot study evaluates the impact of multi-tier trauma-informed behavior support practices in a regional primary school with a large population of First Nations students. Utilizing a multiple time series, quasi-experimental, within-subjects design, data on the rates of school attendance and problem behaviors were analyzed. Staff knowledge and attitudes related to trauma-informed care were assessed using a self-reporting measure, before and after the two-year implementation of the program. A reduction in behavior difficulties was found, as well as noted improvements in staff reports of knowledge and attitudes. The implications of the findings for the program and future research on culturally responsive practices in schools are discussed.


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Item Type: Article (Commonwealth Reporting Category C)
Refereed: Yes
Item Status: Live Archive
Faculty/School / Institute/Centre: Current – Faculty of Health, Engineering and Sciences - School of Psychology and Wellbeing (1 Jan 2022 -)
Faculty/School / Institute/Centre: Current - Institute for Resilient Regions - Centre for Health Research (1 Apr 2020 -)
Date Deposited: 20 Apr 2022 03:02
Last Modified: 20 Apr 2022 03:02
Uncontrolled Keywords: culturally responsive practice; education; partnership; primary school education; trauma-informed care
Fields of Research (2020): 39 EDUCATION > 3903 Education systems > 390304 Primary education
52 PSYCHOLOGY > 5201 Applied and developmental psychology > 520101 Child and adolescent development
Socio-Economic Objectives (2020): 20 HEALTH > 2004 Public health (excl. specific population health) > 200409 Mental health
16 EDUCATION AND TRAINING > 1602 Schools and learning environments > 160203 Inclusive education
Identification Number or DOI: https://doi.org/10.3390/su14073997
URI: http://eprints.usq.edu.au/id/eprint/47778

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