Considering Ways to Operationalise Trauma-Informed Practice for Education Settings

Article

Carter, J. and Borrett, E. 2023. Considering Ways to Operationalise Trauma-Informed Practice for Education Settings. Educational Psychology Research and Practice. 9 (1), pp. 1-7. https://doi.org/10.15123/uel.8wqx9
AuthorsCarter, J. and Borrett, E.
Abstract

This discussion paper looks at the emerging practice around trauma-informed care and how education settings are implementing the theory. It reviews the impact of trauma responses on behaviour in education settings and also looks at some of the barriers that prevent the effective implementation of trauma-informed practice. We consider the political and financial landscape of education settings, the impact of current behaviourist practice in settings and the perspectives of teachers in relation to embedding new practice. Finally, we present two distinct ways of operationalising the exciting and inspiring trauma-informed theory and resources that are available. The first is an applied model to sequence how we support and respond to trauma, the Applied Trauma Responsive Classroom Model (ATRCM), and the second is the Resilience Support Programme that has been created for post-16 education to support the overcoming of adversity and trauma.

JournalEducational Psychology Research and Practice
Journal citation9 (1), pp. 1-7
ISSN2059-8963
Year2023
PublisherSchool of Psychology, University of East London
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Digital Object Identifier (DOI)https://doi.org/10.15123/uel.8wqx9
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Online2023
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Deposited03 Oct 2023
Copyright holder© 2023, The Authors
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