A review of school trauma-informed practice for Aboriginal and Torres Strait Islander children and youth

Aboriginal and Torres Strait Islander people in Australia are especially vulnerable to traumatic and discriminatory experiences. However, limited literature and research has implemented and evaluated school-based interventions designed to assist Aboriginal and Torres Strait Islander children and you...

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Bibliographic Details
Published inThe educational and developmental psychologist Vol. 37; no. 1; pp. 39 - 46
Main Authors Miller, Jenna, Berger, Emily
Format Journal Article
LanguageEnglish
Published Cambridge, UK Cambridge University Press 01.07.2020
Taylor & Francis
Taylor & Francis Ltd
Subjects
Aboriginal
Aboriginal students
Adults
Children & youth
Cultural heritage
Culturally Relevant Education
Culture
Domestic violence
Educational Practices
Emotional disorders
Foreign Countries
Generations
Intervention
Learning
Literature reviews
Mental disorders
Mental health care
Mental health programs
Mood disorders
Native peoples
Pacific Islanders
Post traumatic stress disorder
Primary secondary education
Racial discrimination
school
School based programs
Schools
Sex crimes
Social exclusion
Stress response
Student support services
Student welfare
Students
Torres Strait Islander
Torres Strait Islander students
Trauma
trauma-informed practice
Australia
Aboriginal
Torres Strait Islander
school
trauma-informed practice
culture
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Summary:Aboriginal and Torres Strait Islander people in Australia are especially vulnerable to traumatic and discriminatory experiences. However, limited literature and research has implemented and evaluated school-based interventions designed to assist Aboriginal and Torres Strait Islander children and young people to overcome their adversity and achieve their potential at school. This article reviews the literature and frameworks on school programs designed for Aboriginal and Torres Strait Islander students who have experienced trauma. The key aspects of trauma-informed programs in schools for Aboriginal and Torres Strait Islander students is explored and recommendations made for further research and greater acknowledgement of cultural and historical issues for Aboriginal and Torres Strait Islander students when implementing culturally informed and trauma-informed practices in schools.
Bibliography:Refereed article. Includes bibliographical references.
Educational and Developmental Psychologist; v.37 n.1 p.39-46; July 2020
ISSN:2059-0776
2059-0784
DOI:10.1017/edp.2020.2