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

Published online by Cambridge University Press:  29 October 2020

Simone Collier Open the ORCID record for Simone Collier [Opens in a new window] ,
India Bryce Open the ORCID record for India Bryce [Opens in a new window] ,
Karen Trimmer  and
Govind Krishnamoorthy
Simone Collier*
Affiliation:
Department of Child Safety, Youth & Women, School of Education, University of Southern Queensland, Toowoomb, Australia
India Bryce
Affiliation:
Department of Child Safety, Youth & Women, School of Education, University of Southern Queensland, Toowoomb, Australia
Karen Trimmer
Affiliation:
Department of Child Safety, Youth & Women, School of Education, University of Southern Queensland, Toowoomb, Australia
Govind Krishnamoorthy
Affiliation:
Department of Child Safety, Youth & Women, School of Psychology and Counselling, University of Southern Queensland, Toowoomb, Australia
*
Author for correspondence: Simone Collier, Email: [email protected]
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Abstract

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.

Keywords

developmentaltraumaeducationframeworkspracticeabuseneglectmaltreatment
Type
Articles
Information
Children Australia , Volume 45 , Special Issue 4: Special Issue: Poverty and Child Abuse , December 2020 , pp. 258 - 265
Copyright
© The Author(s) 2020. Published by Cambridge University Press

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