Abstract

Traumatic experiences in children are pervasive, and trauma has been correlated with adverse academic outcomes, including school dropout. This research study aimed to answer the following question: According to selected educators in specialized programs in Ontario, in what ways are trauma-informed frameworks used to support the social–emotional and academic outcomes of learners? This qualitative research study employed semi-structured interviews with three trauma-informed educators. In brief, the educators reported that their learners face many barriers to their education, oftentimes including the traditional school system itself. Also, the educators all highlighted the importance of relationships, safe spaces, and sensitive responses to learner behaviors. Last, despite their promising reports on learner social–emotional functioning and academics, the educators are unsure whether these programs help to increase graduation rates.

摘要

儿童的创伤经历无处不在，创伤与不良学业成绩（包括辍学）相关。这项研究旨在回答以下问题：根据安大略省专门计划中的选定教育者，以创伤知情的框架以何种方式用于支持学习者的社会情感和学术成果？这项定性研究使用了三位创伤方面的教育家进行的半结构式访谈。简而言之，教育者报告说，他们的学习者面临着许多教育障碍，包括传统的学校系统本身在内。此外，教育工作者都强调了关系，安全空间以及对学习者行为的敏感反应的重要性。最后，尽管他们对学习者的社会情感功能和学术研究发表了令人鼓舞的报道，