In schools today, student trauma and toxic stress may impact students’ ability to learn. Therefore, this inquiry explored the experiences and knowledge of 27 physical education (PE) teachers in the United States related to trauma and trauma-informed practices. Teachers’ experiences were examined through semi-structured interviews informed by the literature. Employing interpretivist philosophical assumptions, data analysis revealed that teachers utilized four general dimensions related to trauma-informed strategies in their gymnasiums: creating a physically safe and emotionally safe space, formulating positive and healthy relationships with students, developing student responsibility, and guiding students toward self-regulation. These strategies aligned with Souers and Hall's (2019) tenets of fostering resilient learners. Although the teachers did not have prior educational experiences with trauma and trauma-informed practices and minimal professional development, they demonstrated what is possible when working with students who experience trauma and/or toxic stress. By fostering resilient learners and engaging in trauma-informed practices, it is conceivable for P-12 students to have positive and inclusive experiences in PE.

在今天的学校里，学生的创伤和毒性压力可能会影响学生的学习能力。因此，本调查探讨了美国 27 名体育教师在创伤和创伤知情实践方面的经验和知识。通过参考文献的半结构化访谈来检查教师的经历。采用解释主义哲学假设，数据分析显示，教师在其体育馆中利用了与创伤知情策略相关的四个一般维度：创造身体安全和情感安全的空间，与学生建立积极和健康的关系，培养学生责任感，引导学生走向自我-规定。这些策略与 Souers 和 Hall (2019) 培养有韧性的学习者的原则相一致。尽管教师之前没有创伤和创伤知情实践的教育经验以及最低限度的专业发展，但他们展示了与经历创伤和/或毒性压力的学生合作时可能发生的事情。通过培养有韧性的学习者和参与创伤知情实践，可以想象 P-12 学生在体育方面拥有积极和包容的体验。