Abstract: Children from Australian remote areas are vulnerable to complex childhood trauma (CCT) as their communities face higher rates of disadvantage and exposure to potentially traumatic circumstances such as natural disasters, and family and community violence. This is compounded by difficulties associated with the tyranny of distance in accessing effective support. In such contexts, the role of schools and teachers in addressing trauma’s debilitating effects is both vital and amplified. This Doctor of Philosophy study utilised constructivist grounded theory methodology to generate a new theory, Building Trauma Informed Teachers from data collected in individual interviews with 23 teachers and a focus group with 7 teachers. Building Trauma Informed Teachers explains the social processes teachers undergo in their work with children living with the effects of CCT. This study contributes important insights into the scope and nature of teachers work with children experiencing CCT and recommends ways in which cognate systems can prepare and support teachers in remote areas for their important role as key professionals in the lives of children who have experienced CCT.
Brown, Meegan Nola, 2021, Building trauma informed teachers: A constructivist grounded theory study of remote primary school teachers’ experiences with children living with the effects of complex childhood trauma, Volume:PhD, Thesis, viewed 21 February 2024, https://www.nintione.com.au/?p=26830.