Schools play a crucial role in supporting learners affected by trauma, particularly in South Africa, where high rates of trauma exposure among children and adolescents have been documented. However, access to professional interventions is often unequal, making schools a primary point of contact for identifying and assisting traumatised learners. Implementing trauma-informed care (TIC) can help mitigate the negative effects of trauma, but its success depends on factors such as adequate training, sufficient resources, strong referral networks, and clear trauma-informed policies. This limits teachers and school support staff to provide appropriate support and hinders the development of essential trauma-responsive skills. The Youth Mental Health First Aid (YMHFA) training course offers a potential solution by equipping teachers and school support staff with the knowledge and tools needed to assist traumatised learners, strengthen referral systems, and inform policy development within schools. Consequently, in this study, the researcher explored participants’ experiences of the YMHFA training course in Gauteng schools to gain insight into its value and applicability for enhancing TIC practices. A generic qualitative research design, following an interpretivist paradigm, was used. Participants were selected through purposive sampling. Six participants participated in online open-ended questionnaires and online semi-structured interviews. The data were analysed using thematic analysis to present the themes and patterns that emerged. The findings revealed that participants experienced YMHFA training as a valuable and empowering intervention for implementing TIC in schools. Participants reported that the training enhanced their knowledge of mental health, confidence, and practical competence in responding to learners affected by trauma. They particularly valued the inclusion of real-life scenarios, interactive exercises, and the Approach, Listen, Give Support, Encourage the individual, Encourage other Support (ALGEE) framework, which enabled them to apply theory to practice within their school contexts. The study also highlighted several systemic challenges impacting the implementation of TIC. Participants noted that, while trauma-informed strategies were beneficial, their success depended on leadership support, collaborative networks, and adequate resources. Key barriers included large class sizes, limited time, insufficient training, and lack of structured frameworks to guide interventions. Participants emphasised the need for ongoing professional development, debriefing opportunities, and emotional support systems to prevent burnout and secondary trauma among educators. Overall, the results demonstrated that YMHFA training served...
- Participants’ experiences of the youth mental health first aid training course in Gauteng schools
- Desiree du Plessis
- Veronica Melody Dwarika
- University of Johannesburg; Master of Education (M.Ed.)
- Master of Education (M.Ed.), University of Johannesburg
- 9963686007691
- University of Johannesburg
- University of Johannesburg; Faculty of Education; Department of Educational Psychology
- English
- Thesis