Evaluating frameworks for practice in mainstream primary school classrooms catering for children with developmental trauma: an analysis of the literature

Integral to the protection of children against ongoing abuse and neglect and trauma experiences are teachers and school-based staff. This paper aims to discuss and reflect on the practice frameworks, models, approaches and programs that exist in mainstream school contexts to address the developmenta...

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Bibliographic Details
Published in:Children australia 2020-12, Vol.45 (4), p.258-265
Main Authors: Collier, Simone, Bryce, India, Trimmer, Karen, Krishnamoorthy, Govind
Format: Article
Language:English
Subjects:
Behavior
Caregivers
Child abuse
Child welfare
CHILDREN
Children & youth
Classrooms
Education
Learning
Mental disorders
Mental health
Outcomes of Education
Part B: Regular Issue
Post traumatic stress disorder
POVERTY
Psychic trauma
Psychopathology
Students
Success
Teachers
TRAUMA
Young Children
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Summary:Integral to the protection of children against ongoing abuse and neglect and trauma experiences are teachers and school-based staff. This paper aims to discuss and reflect on the practice frameworks, models, approaches and programs that exist in mainstream school contexts to address the developmental and learning needs of children in primary schools who have experienced trauma in their early childhood years. This paper explores the importance of enablers, finding exceptions to the practices that often limit the support of ongoing protection of children in schools and the importance of the willingness, confidence and capacity of school-based staff. This paper proposes areas of future research to address the identified gaps existing for children with developmental trauma trying to learn and exist in a schooling system that is struggling to meet their needs.
ISSN:1035-0772
2049-7776
DOI:10.1017/cha.2020.53