Australian Teachers’ Perception of their Preparedness to Teach Traumatised Students: A Systematic Literature Review

Oberg, Glenys and Bryce, India ORCID: https://orcid.org/0000-0002-3616-8003 (2022) Australian Teachers’ Perception of their Preparedness to Teach Traumatised Students: A Systematic Literature Review. Australian Journal of Teacher Education, 47 (2):6. pp. 76-101.


Abstract

There are many studies documenting the negative impacts of trauma in childhood. However, despite schools and teachers being a known protective factor which have the potential to modify the negative impacts of complex trauma, limited research examining the perspectives of primary teachers working with traumatised children and their perceptions of preparedness to teach students living with complex trauma has been conducted. Thus a systematic literature reviews was conducted to collate and synthesise available empirical research on this topic. The review followed PRISMA guidelines and searches were conducted across academic databases for peer reviewed studies published between 2011 and 2022. Only articles which discussed complex trauma, teachers of primary-aged students, and perceptions of preparedness were included. Four articles were ultimately selected as meeting the criteria for review. The lack of available studies in this areais considered a notable findings in and of itself and highlights a need for further research into teacher experiences and perceptions as well as policies and protocols. The results of this review suggest a need for additional training, clarity regarding role of a teacher, support from colleagues and administration, and organisational self-care for school staff. The lack of trauma-specific training reported by teachers highlighted a need for trauma training for pre-service teachers as well as ongoing training for teachers already in the profession in order to assist traumatised students as well as the teachers who work with them.


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Item Type: Article (Commonwealth Reporting Category C)
Refereed: Yes
Item Status: Live Archive
Additional Information: Files associated with this item cannot be displayed due to copyright restrictions.
Faculty/School / Institute/Centre: Current - Faculty of Business, Education, Law and Arts - School of Education (1 Jul 2019 -)
Faculty/School / Institute/Centre: Current - Faculty of Business, Education, Law and Arts - School of Education (1 Jul 2019 -)
Date Deposited: 26 Jul 2022 01:55
Last Modified: 04 Oct 2022 03:54
Uncontrolled Keywords: teacher perceptions of preparedness; teacher preparation; teacher education; trauma; teachers; schools; trauma-informed teaching; trauma-informed practice
Fields of Research (2020): 39 EDUCATION > 3903 Education systems > 390307 Teacher education and professional development of educators
39 EDUCATION > 3904 Specialist studies in education > 390412 Teacher and student wellbeing
Socio-Economic Objectives (2020): 23 LAW, POLITICS AND COMMUNITY SERVICES > 2301 Community services > 230114 Violence and abuse services
Identification Number or DOI: doi:10.14221/ajte.2022v47n2.6
URI: http://eprints.usq.edu.au/id/eprint/50251

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