Pre-service teachers’ experiences with students impacted by trauma in the school setting

Abstract Experiencing trauma may adversely impact a child’s education, and research in this field requires a deeper understanding about how those working in the education system, specifically pre-service teachers, can respond and support children impacted by trauma. Pre-service teachers, who are our future teachers, play a role in recognising and helping children when signs of trauma are revealed, but risk re-traumatising children if not adequately trained during their university education. The aim of this study was to identify pre-service teachers’ perceptions on education they have received about trauma, along with their knowledge and experiences in supporting and working with trauma-impacted children whilst on practicums. A qualitative approach was utilised to gain insight into the experiences of 15 undergraduate pre-service teachers from three Western Australian (WA) universities. Results highlight the importance of teachers’ training and education in preparation for appropriate responses to children potentially impacted by trauma. Our study provides evidence that pre-service teachers are not receiving sufficient university trauma training regarding how to support children potentially impacted by trauma and feel underprepared on practicums. Participants reported a lack of support from primary schools and their university, and limited trauma-informed practices in the classrooms, demonstrating the necessity for conceptual changes around education for schools and universities. The results of this study are relevant for education sectors in ensuring adequate training of our future teachers, universities in their teaching courses and for schools in how best to support their practicum students.