‘One size does not fit all’: Engaging students who have experienced trauma
Responding to the social, relational and emotional needs of school students is now squarely within the purview of schools, teachers and school support staff. The everyday work of teachers may involve grappling with student disengagement, especially in regards to students who have experienced past...
| Main Authors: | , |
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| Format: | Journal Article |
| Published: |
Australian Institutes for Educational Research
2020
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| Online Access: | http://www.iier.org.au/iier.html http://hdl.handle.net/20.500.11937/77870 |
| Summary: | Responding to the social, relational and emotional needs of school students is now
squarely within the purview of schools, teachers and school support staff. The everyday
work of teachers may involve grappling with student disengagement, especially in regards
to students who have experienced past trauma. It is a problem that presents ongoing
challenges for educators and school policy-makers seeking to work out how to respond
to student disengagement through social and emotional learning. This research aims to
identify the skills and knowledge that are foundational to supporting and engaging
students at educational risk in social and emotional learning. Using a phenomenographic
research methodology, interviews were conducted with experienced teachers who
specialise in the areas of engagement, behaviour and social-emotional learning. This
research identified nine domains of engagement, and presents these as a conceptual
framework that can guide where and how staff in schools can intervene with
modifications that will positively impact students’ lives. The paper outlines a framework
to help teachers and other school staff to plan and implement a responsive and dynamic
approach to social and emotional learning, which can support improved immediate,
short-term and long-term, health and well-being outcomes for students. |
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