Training Teachers for Trauma Informed Education

Trauma has been described as “an overwhelming experience that can forever alter one’s belief that the world is good and safe” (Brunzell, Waters, & Stokes, 2015). This description is one that many students have experienced outside of school.

The reality is that some students experience trauma at home during the time that they are in elementary school, and more than often it goes unnoticed. This is because elementary school trauma masks itself in classroom behaviours that can easily be inaccurately interpreted. 

​

I believe that teachers are not always prepared to identify and/or support their students who are experiencing trauma. So it is super important for teachers to be specifically knowledgeable in trauma-informed education.

​

In order to address their students’ needs teachers must teach in supportive ways with a pedagogy of awareness. Literature points toward educating and training teachers to teach with a trauma-informed approach and embed this awareness into the daily curriculum. Research is needed in Ontario elementary schools about the ways that teachers are prepared for trauma informed approaches in their classrooms.

​

For my research project I set out to investigate the question: How are teachers are prepared to identify and support their students who experience trauma for teachers in the public-school system? 

​

​