Trauma-Informed Practice in Regional, Rural and Remote Australian Primary Schools

Abstract

Childhood trauma is prevalent in regional, rural, and remote Australian locations and can lead to a range of negative consequences for children. Trauma-informed practice is increasingly being implemented in schools to support the needs of students exposed to trauma; however, limited research has investigated trauma-informed practice in non-metropolitan schools. This study aimed to explore primary school teachers’ understanding and experience of trauma-informed practice in non-metropolitan schools in Australia. 12 teachers were interviewed, guided by a semi-structured interview schedule, and thematic analysis was used to examine the data. The findings illustrate the role of teachers in supporting students exposed to trauma in the context of limited mental health services in non-metropolitan areas. Barriers were identified in teachers’ ability to implement trauma-informed practices in non-metropolitan schools, including a lack of professional development opportunities, high rates of staff turnover, and limited ongoing support within the school setting. Future research should focus on addressing these barriers to support teachers in non-metropolitan schools to implement trauma-informed practice. Improving regional, rural, and remote teachers’ ability to implement trauma-informed practice may lead to improvements in learning, emotional, and social outcomes for trauma-exposed students.