Electronic Thesis and Dissertation Repository

Thesis Format

Monograph

Degree

Master of Arts

Program

Education

Supervisor

Rodger, Susan C.

Abstract

While Trauma-and-Violence-Informed-Care (TVIC) within classrooms promotes safety for all students, it is especially important for those with past or ongoing experiences of trauma and violence—and for those with unique stressors, such as military-connected students (MCS). The current study therefore sought to determine when and how best to present teachers with TVIC training. Correlation and regression analyses were conducted to examine survey responses from 89 Ontario teachers and teacher candidates, and twelve follow-up interviews were examined using reflexive thematic analysis. Results show that organizational support and teacher wellness are important for promoting effective professional development (PD). Teachers, whose limited resources and increased responsibilities make engaging in PD difficult, desire authenticity, autonomy, trust, and collaboration. Implications for teacher PD and education systems are discussed. This study is one of few to acknowledge support for teachers of MCS and highlights the need for increased understanding of structural sources of violence and stress.

Summary for Lay Audience

The high prevalence of childhood trauma and violence calls for attention toward those who care for children, including the teachers who spend seven hours each day with them. There is a growing interest around implementing Trauma-and-Violence-Informed-Care (TVIC) within classroom settings. While TVIC can promote feelings of safety for all students, it is especially helpful for students with past or ongoing experiences of trauma and violence—and for those who encounter ongoing stress, such as youth whose parents serve in the Canadian Armed Forces. The current study therefore sought to determine when and how best to present teachers with TVIC training, in order that training opportunities may be adapted and improved for the future. Eighty-nine Ontario teachers and pre-service teachers completed a survey examining several factors that potentially impact willingness to engage in TVIC training. Of the participants, 12 agreed to a follow-up interview. Results show that organizational support and teacher wellness are important for promoting effective training, also known as professional development (PD). Teachers, whose limited resources and increased responsibilities make engaging in PD difficult, desire authenticity, autonomy, trust, and collaboration. Implications for teacher PD and education systems are discussed. This study is one of few to acknowledge support for teachers who work alongside military-connected youth and highlights a need to better understand structural sources of stress that might impact student wellbeing.

Creative Commons License

Creative Commons Attribution 4.0 License
This work is licensed under a Creative Commons Attribution 4.0 License.

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