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

Schimke, Dayna and Krishnamoorthy, Govind ORCID: https://orcid.org/0000-0003-1515-1103 and Ayre, Kay and Berger, Emily and Rees, Bronwyn (2022) Multi-Tiered Culturally Responsive Behavior Support: A Qualitative Study of Trauma-Informed Education in an Australian Primary School. Frontiers in Education, 7:866266. pp. 1-11.

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Abstract

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 traumainformed 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.


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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 – Faculty of Health, Engineering and Sciences - School of Psychology and Wellbeing (1 Jan 2022 -)
Date Deposited: 06 Jun 2022 00:53
Last Modified: 07 Jun 2022 22:30
Uncontrolled Keywords: adverse childhood experience (ACE), culturally responsive and trauma-informed practice, primary school, multi-tiered system of supports (MTSS), trauma informed care (TIC)
Fields of Research (2020): 39 EDUCATION > 3903 Education systems > 390304 Primary education
39 EDUCATION > 3904 Specialist studies in education > 390407 Inclusive education
52 PSYCHOLOGY > 5201 Applied and developmental psychology > 520102 Educational psychology
52 PSYCHOLOGY > 5203 Clinical and health psychology > 520302 Clinical psychology
Socio-Economic Objectives (2020): 16 EDUCATION AND TRAINING > 1603 Teaching and curriculum > 160303 Teacher and instructor development
16 EDUCATION AND TRAINING > 1602 Schools and learning environments > 160201 Equity and access to education
16 EDUCATION AND TRAINING > 1602 Schools and learning environments > 160203 Inclusive education
16 EDUCATION AND TRAINING > 1601 Learner and learning > 160103 Primary education
Identification Number or DOI: https://doi.org/10.3389/feduc.2022.866266
URI: http://eprints.usq.edu.au/id/eprint/48712

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