Integral to the protection of children against ongoing abuse and neglect and trauma experiences are teachers and school-based staff. This paper aims to discuss and reflect on the practice frameworks, models, approaches and programs that exist in mainstream school contexts to address the developmental and learning needs of children in primary schools who have experienced trauma in their early childhood years. This paper explores the importance of enablers, finding exceptions to the practices that often limit the support of ongoing protection of children in schools and the importance of the willingness, confidence and capacity of school-based staff. This paper proposes areas of future research to address the identified gaps existing for children with developmental trauma trying to learn and exist in a schooling system that is struggling to meet their needs.

中文翻译：

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评估主流小学课堂为发育创伤儿童提供服务的实践框架：文献分析

保护儿童免受持续虐待、忽视和创伤经历不可或缺的是教师和学校工作人员。本文旨在讨论和反思主流学校环境中存在的实践框架、模式、方法和计划，以解决在童年早期经历过创伤的小学儿童的发展和学习需求。本文探讨了促成因素的重要性，发现了通常限制支持在学校持续保护儿童的做法的例外情况，以及学校工作人员的意愿、信心和能力的重要性。