Secondary School Teachers' Perceptions of Teacher-Student Relationships in Trauma-Informed Care

Abstract

Trauma-informed Care (TIC) initiatives in schools have acknowledged the importance of cultivating strong, supportive relationships between teachers and students. This qualitative phenomenological study aimed to provide an in-depth examination of the teacher-student relationship (TSR) building process by obtaining information on U.S. teachers' perspectives on the role of TSRs in TIC delivery. Data were obtained from a nationwide sample of middle and high school teachers (N = 21). Using inductive-deductive data analysis, two major themes were identified: Building and maintaining TSRs as a facilitator of TIC and Difficulties in TSRs as a barrier of TIC. These themes were further broken down into sub-themes describing specific elements that promote or impede trauma-informed TSRs. Providing unconditional positive regard, holding space for student emotions, engaging in appropriate self-disclosure and increasing the length of time spent with students emerged as the most common ways of promoting TSRs. Tendency to take student behavior personally, lack of exposure to students, student history of trauma exposure, and lack of teacher wellbeing were identified as elements impeding positive TSR development. These findings informed recommendations for school psychologists who are working to implement TIC by facilitating safe and trusting relationships between teachers and students.