Many schools and educators are working in communities that are contending with educational inequity while students are presenting at school with significant unmet learning and social-emotional needs (Stokes & Brunzell, 2024). This trend has only been exacerbated during COVID-19 with socio-economic inequalities being further entrenched in communities experiencing disadvantage. The aim of this research is to understand how professional learning in, and implementation of trauma-informed positive education (TIPE) can assist schools to address social inequity and create a socially just learning environment through enabling all students access to education.

Drawing on research in trauma-aware practice and wellbeing science, TIPE was developed as a model of pedagogical practice in classrooms (Brunzell and Norrish) 2021. The aim is to build self- regulatory capacities for children and young people, while supporting them to build relational capacity and experience belonging at school through identifying and building on their strengths (Brunzell et al, 2015).

This paper will explore professional learning for teachers and school personnel in TIPE delivered in a low socio-economic school over a period of five years. Through the provision of professional learning and subsequent implementation of TIPE processes and practices, leaders, teachers, and support staff worked with students to enable them to be ready to learn.

We will draw on evidence from interviews with school personnel, and students as well as departmental surveys conducted with students and teachers from 2019-2023 to outline the professional learning process based on an action research approach and the impact this professional learning had on pedagogical practices and development of non-punitive behavioural management approaches. Through the data we show the positive change in wellbeing and learning environments for all students. This research identifies that, with support from targeted professional learning, schools can over time support their most vulnerable students to be ready to learn and engaged in school.

Research Aim

Teachers are traditionally underprepared to utilize child-centered guidance and depend on rules and consequences (Milner et al., 2018). This study sought to answer the question: What happens when a teacher educator uses trauma-informed teaching strategies to facilitate preservice teachers’ becoming child-centered educators?

Theoretical Framework

Trauma-informed teaching practices support preservice-teachers’ educational development by allowing them to work through the effects of childhood trauma and adverse experiences (Perfect et al.,2016).

Methods

The study was conducted in a Guiding the Young Child’s Behavior class with four undergraduate preservice teachers and a teacher educator. In class, students shared emotional memories and reflected on child-centered guidance strategies. Data included participants’ reflections, teacher educator’s field notes, and a post-class meeting. The constant comparative method of analysis was used to code data (Merriam, 2009).

Findings

First, the study found that teacher-educator vulnerability and a safe space facilitated preservice teachers unpacking trauma. A preservice teacher shared, “When you (teacher educator) told us about your childhood, I could open up about my abuse. Class now feels like group therapy. We support each other through hard conversations.” (PT reflection, Fall 2023). Secondly, emotions as learning tools were essential to unpacking trauma and constructing knowledge (Forgasz & Clemans, 2014). I wrote, “After raw conversations, the group was eager to learn (TE Field Notes, Fall, 2023). Lastly, healing was essential to the preservice teachers’ learning process. It occurs through sharing, receiving support, validation, and envisioning possibilities. One preservice teacher said, “When I interact with my nephew, I know he deserves better than my childhood. I try out the new strategies” (PT reflection, Fall 2023).

Relevance to the Conference

The study is relevant because it documents a quality teaching practice and highlights the importance of centering trauma-informed teaching to reconcile the tensions between some preservice teachers’ experiences and educational practices.

Recent narratives surrounding education policy in Scotland have sought to prioritise the wellbeing of young people. Indeed, health and wellbeing is officially the ‘Responsibility of All’. Getting it Right for Every Child (GIRFEC) is the national approach to which all who work with children should adhere. More recently, the independent review of the care system in Scotland has resulted in the series of reports entitled The Promise. Following this, Scotland’s workforce is tasked with transforming their practice in order to fully support children’s needs. The crucial role of all education professionals within this is recognised if social justice is to be achieved.

This presentation seeks to explore the role of attachment-aware, trauma-informed approaches within the education in Scotland, in particular how we educate our student teachers on this. Given the increasing awareness of the impact of early adversity and enhanced understanding of ‘trauma’, educating our future teachers on these areas has become essential. Current local initiatives reflect this journey towards a new ‘way of being’.

Using data from questionnaires and focus groups, we present the early findings of a scholarship project carried out with student primary teachers at the University of Glasgow. We will explore their evolving understanding of what it means to be ‘trauma-informed’ and ‘attachment-aware’ and how their exposure to content in this area is impacting their practice on placements as they progress through their degree programme.

Discourse in Scotland mentions Adverse Childhood Experiences, trauma and nurture amongst other concepts while in neighbouring England there remains considerable vocal support for a ‘zero tolerance’ approach to challenging behaviour. The objective of this project is to explore to what extent ‘attachment aware’, ‘trauma informed’ content is a useful underlying approach to use with our student teachers in the drive towards improving the life chances of our most disadvantaged young people.

Research aim. This mixed-method study aims to explore adolescents’ experiences of social adversity (i.e., discrimination, traditional and cyberbullying victimization, school unsafety, lack of school democracy) and social polarization, and how these experiences are associated with support for violence in high school.

Theoretical framework. We rely on the General Strain theory (Agnew, 1992), which postulates that experiences of discrimination and victimization contribute to increase one’s perceived personal injustice (i.e., the feeling of being treated unfairly or of having a disadvantaged position in society compared to others) justifying the use of violence as a rightful corrective response to fight the perceived injustice.

Methods. A total of 1911 students (M_age = 15.7; SD_age = 0.98; 49% girls; 73% Canadian-born) responded to an online survey and four focus groups were conducted with 17 adolescents. Regression and thematic analyses were conducted on quantitative and qualitative data, respectively.

Findings. Experiences of social adversity were very common and associated with more support for violence. Adolescents reported multiple grievances, feelings of injustice and conflictual communication at school. Youth expressed the need to voice their emotions and experiences and to gain some agency. Our findings question the present application of principles of equity, diversity and inclusion in educational institutions. Prevention efforts need to promote democratic dialogue among and between students and school staff and to promote youth’s agency in their school environments.

Relevance. Social polarization, social adversity and violence are three interconnected phenomena presently on the rise, impacting youth’s environments, including schools. In our increasingly diverse and globalized schools, teachers struggle to maintain social cohesion and peace within their classrooms. Our findings shed light on appropriate teaching and class management strategies to address hate and violent incidents in schools, as a way to reconcile tensions in our increasingly polarized schools.