Assessing the Understanding of Primary School Teachers in the Rural Communities of Limpopo Province, South Africa—Are We Trauma Informed? DOI Creative Commons
Muimeleli Munyadziwa, Lufuno Makhado, Angelina Maphula

et al.

Children, Journal Year: 2025, Volume and Issue: 12(1), P. 54 - 54

Published: Jan. 2, 2025

Background/Objectives: To effectively support children’s learning and well-being, primary educators must thoroughly understand child trauma. Being ‘trauma informed’ means recognizing the impact of trauma responding supportively, which can help mitigate its adverse effects on learners. This study explored understanding childhood among school teachers in Limpopo province, focusing circuits Mvudi Dzindi due to their high prevalence traumatic experiences. Methods: An exploratory descriptive contextual design was used this study. Data were collected through semi-structured interviews with 26 teachers, utilizing total population sampling for schools purposive respondents. Results: The findings revealed that typically define terms domestic issues abuse identify symptoms learners’ behavior, emotions, academic performance. Teachers employ strategies assist affected learners, such as building rapport involving social workers or authorities when needed. Conclusions: highlighted teachers’ critical role identifying assisting traumatized children underlined necessity effective training programs school-based systems. A comprehensive strategy is necessary, including advocacy equitable services standardized trauma-informed practices.

Language: Английский

Assessing the Understanding of Primary School Teachers in the Rural Communities of Limpopo Province, South Africa—Are We Trauma Informed? DOI Creative Commons
Muimeleli Munyadziwa, Lufuno Makhado, Angelina Maphula

et al.

Children, Journal Year: 2025, Volume and Issue: 12(1), P. 54 - 54

Published: Jan. 2, 2025

Background/Objectives: To effectively support children’s learning and well-being, primary educators must thoroughly understand child trauma. Being ‘trauma informed’ means recognizing the impact of trauma responding supportively, which can help mitigate its adverse effects on learners. This study explored understanding childhood among school teachers in Limpopo province, focusing circuits Mvudi Dzindi due to their high prevalence traumatic experiences. Methods: An exploratory descriptive contextual design was used this study. Data were collected through semi-structured interviews with 26 teachers, utilizing total population sampling for schools purposive respondents. Results: The findings revealed that typically define terms domestic issues abuse identify symptoms learners’ behavior, emotions, academic performance. Teachers employ strategies assist affected learners, such as building rapport involving social workers or authorities when needed. Conclusions: highlighted teachers’ critical role identifying assisting traumatized children underlined necessity effective training programs school-based systems. A comprehensive strategy is necessary, including advocacy equitable services standardized trauma-informed practices.

Language: Английский

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