Educators are involved in complex, interpersonal and emotionally demanding work on a daily basis. In many schools this includes working with students with extreme and challenging behaviours, many of whom come from traumatic backgrounds. This work requires educators to have high levels of self-awareness, emotional understanding, empathy and calm. Despite this, limited attention has been paid to processes which might support the educator in the development and strengthening of these interpersonal aspects of their work. We report on the results from initial interviews with teachers and principals in three low SES schools in regional Victoria and introduce a model of critical reflection (Reflective Circles) adapted for an education context. Findings highlight the challenges educators currently experience and their reasons for participating in Reflective Circles.

教育工作者每天都参与复杂的、人际关系和情感要求很高的工作。在许多学校，这包括与行为极端和具有挑战性的学生一起工作，其中许多人来自创伤背景。这项工作要求教育工作者具有高度的自我意识、情感理解、同理心和冷静。尽管如此，对可能支持教育者发展和加强其工作中这些人际关系方面的过程给予了有限的关注。我们报告了与维多利亚地区三所低 SES 学校的教师和校长的初步访谈结果，并介绍了一种适用于教育环境的批判性反思（反思圈）模型。