Crisis, care, and community: advancing trauma-informed leadership in education

Abstract

While there has been increased interest in trauma-informed practice in schools which support students with diverse and sometimes complex needs, there is a dearth of literature on trauma-informed leadership practices that aid the navigation of crisis events. This article draws from both crisis leadership and trauma-informed education literature to generate a model for trauma-informed leadership. It builds on previous research by mobilising qualitative interview data from 13 principals in Aotearoa New Zealand, to map dimensions of trauma-informed leadership in education settings. Nine interconnected dimensions of trauma-informed leadership practice are profiled which can be used to inform work in schools. The researchers highlight that effective crisis leadership involves understanding and addressing trauma's impact across the schooling ecosystem. Although there are different levels of preparedness, these events are marked by their unpredictability and leaders can foster an environment that supports emotional and psychological well-being within the school community.