TY - JOUR
T1 - Disaster impacts on students and staff from a specialist, trauma-informed Australian school
AU - Berger, Emily
AU - Carroll, Matthew
AU - Maybery, Darryl
AU - Harrison, Dylan
PY - 2018/12
Y1 - 2018/12
N2 - Children from disadvantaged backgrounds often experience high levels of traumatic stress, however, little is known about their experiences and the responses of their teachers following disasters. The aim of this study was to examine, from the perspective of teachers, the impact of a critical community-wide traumatic event on student and staff wellbeing, and student learning and teaching practices at a specialist school for disadvantaged and displaced youth in Australia. Eight school staff were interviewed, including administrative, teaching, and support personnel, with their responses interpreted using Interpretative Phenomenological Analysis. Results focused largely on the impact of the event and the resultant relocation of the school on staff and student health, reduced opportunities for learning, changes to teaching and student engagement, and the strengths and limitations of the trauma-informed approach of the school. Implications for teacher education and school trauma-informed models are discussed.
AB - Children from disadvantaged backgrounds often experience high levels of traumatic stress, however, little is known about their experiences and the responses of their teachers following disasters. The aim of this study was to examine, from the perspective of teachers, the impact of a critical community-wide traumatic event on student and staff wellbeing, and student learning and teaching practices at a specialist school for disadvantaged and displaced youth in Australia. Eight school staff were interviewed, including administrative, teaching, and support personnel, with their responses interpreted using Interpretative Phenomenological Analysis. Results focused largely on the impact of the event and the resultant relocation of the school on staff and student health, reduced opportunities for learning, changes to teaching and student engagement, and the strengths and limitations of the trauma-informed approach of the school. Implications for teacher education and school trauma-informed models are discussed.
KW - Children
KW - Disadvantage
KW - Disaster
KW - School
KW - Teachers
KW - Trauma
UR - http://www.scopus.com/inward/record.url?scp=85057013911&partnerID=8YFLogxK
U2 - 10.1007/s40653-018-0228-6
DO - 10.1007/s40653-018-0228-6
M3 - Article
AN - SCOPUS:85057013911
SN - 1936-1521
VL - 11
SP - 521
EP - 530
JO - Journal of Child and Adolescent Trauma
JF - Journal of Child and Adolescent Trauma
IS - 4
ER -