How School Counsellors Can Support Teachers to Implement Trauma-Informed Practices in Their Classrooms to Improve Social-Emotional and Academic Outcomes
How School Counsellors Can Support Teachers to Implement Trauma-Informed Practices in Their Classrooms to Improve Social-Emotional and Academic Outcomes
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Issue Date
2025-05
Authors
Joy, Donna
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Abstract
This paper explores the question of how school counsellors can support teachers to implement trauma-informed practices into the classroom. The purpose of this paper is to examine and define trauma and adverse childhood experiences or ACEs, explore the impacts of trauma on classroom behaviour and the school setting, and understand the effects of trauma and ACEs on functioning and self-efficacy for students and teachers. Research has found that trauma and adverse childhood experiences have a profound impact on children and how they function in the school setting (Offerman et al., 2022). Teacher social-emotional training and professional development on trauma and compassion-based practices are shown to improve classroom outcomes significantly when sufficient training is completed. The literature review will also examine theoretical approaches which target positive changes which teachers can make to improve the classroom experience, specifically Bio-ecological Systems Theory, attachment theory, polyvagal theory, brain states theory, and person-centred theory. The use of these approaches has shown to improve academic and social-emotional outcomes for teachers and students in the school setting. The research findings are then considered for a group therapy program to support teachers with using compassion-based practices.
Description
Keywords
trauma , trauma-informed schools , compassion-based teaching , school counselling , trauma-informed training for teachers
License
Attribution-NonCommercial-NoDerivs 3.0 United States , openAccess