Exploring the Professional Development Needs of Teachers Regarding Trauma-and-Violence-Informed-Care
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.