Abstract

This paper presents a unique school-based programme that harnesses the benefits of both trauma-informed practice (TIP) and outdoor environments to support children’s social and emotional wellbeing throughout the pandemic and beyond. In the opening sections of the paper, we discuss the extant literature and conceptual underpinning of TIP and outdoor learning, and highlight why both are needed, particularly in the context of Covid-19. We then chart the design of a six-week outdoor trauma-informed programme, devised to support children’s emotional regulation and overall sense of wellbeing. The programme activities are aligned to the Northern Ireland curriculum, and are tailored to make use of the outdoor spaces available in the first author’s place of work – a primary school in South Belfast. We conclude the paper by highlighting the importance of trauma-informed curriculum and pedagogical innovations and note future directions for trauma-informed schools. Whilst there are many generic guidelines on trauma-informed care in schools, this paper makes a distinct contribution to the field; firstly by demonstrating how teachers can use their craft – teaching – as a component of TIP; and secondly by infusing trauma-informed principles within outdoor learning environments.

摘要

本文提出了一个独特的基于学校的计划，该计划利用创伤知情实践 (TIP) 和户外环境的好处，在大流行期间及以后支持儿童的社交和情感健康。在本文的开头部分，我们讨论了 TIP 和户外学习的现有文献和概念基础，并强调了为什么需要两者，特别是在 Covid-19 的背景下。然后，我们设计了一个为期六周的户外创伤知情计划，旨在支持儿童的情绪调节和整体幸福感。计划活动与北爱尔兰的课程保持一致，并针对第一作者的工作地点（南贝尔法斯特的一所小学）提供的户外空间进行了量身定制。我们通过强调创伤知情课程和教学创新的重要性来结束本文，并指出创伤知情学校的未来发展方向。虽然学校有许多关于创伤知情护理的通用指南，但本文对该领域做出了独特的贡献；首先，通过展示教师如何将他们的手艺——教学——作为 TIP 的一个组成部分；其次，通过在户外学习环境中融入创伤知情原则。