ARTICLES
All articles featured have been published in peer-reviewed journals.
E kore e mutu tō mātou whakawhetai ki a koutou katoa i tuku i ā koutou mahi.
Cluster 34
The term "trauma-informed practice" has gained significant traction across health, education, and various other sectors. However, its practical implications for those on the front line raise important questions: What does this concept mean for educators, and how can a systemic shift toward trauma-informed educational practices be achieved?
This article examines educators' perceptions of the key factors that facilitate the implementation of sustainable, culturally responsive trauma-informed approaches in schools across Aotearoa. By sharing the experiences of individuals engaged in this transformative journey, it is hoped this might inspire others to explore this kaupapa further. As Bruce Perry (2022) stated, "Systems change when people change. And people change through stories."
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Fiona Harkness, Dr. Joanne Walker, Dr. Frauke Meyer
This article examines how Resource Teachers: Learning and Behaviour (RTLB) use language to influence inclusive practices for students. The study explores RTLB's initial language use with teachers and assesses whether professional learning and development (PLD) can improve the use of inclusive, strengths-based language.
The researchers collected data through recorded meetings, reflections, and questionnaires, noting that RTLB initially showed limited use of inclusive language. After targeted PLD, RTLB's awareness and use of strengths-based language increased, highlighting the impact of reflective practice and professional development in shifting long-standing assumptions and enhancing supportive language. The study underscores the importance of language in fostering positive teacher-student relationships and supporting inclusive educational environments.
