Abstract
Each year an increasing number of learners enter the school system having undergone various forms of trauma that include violence, death, abuse and illness (Frieze, 2015). Additionally, children exposed to trauma are at risk of experiencing negative long-term effects, including mental illness, depression and anxiety. Trauma exposure involves experiences of actual or threatened death, serious injury, sexual violence, either personally experienced or witnessed, learning about traumatic experiences involving loved ones, or repeated exposure to details of traumatic events (American Psychiatric Association, 2013, p. 271). There is therefore a need to address trauma within the school environment and implement interventions and preventive support measures (Thomas et al., 2019).
The aim of this study was to explore and to identify support strategies for trauma-informed care available for learners who have experienced trauma within the Ekurhuleni District, Gauteng. The researcher employed a qualitative approach to gather data from the three sampled schools. Data were collected through semi-structured interviews and questionnaires. The study used trauma theory. The research adopted a qualitative research design within an interpretive paradigm which occurs in natural settings. Non-probability sampling was used in this research due to its convenience and accessibility. Participants, who were purposefully selected, were teachers who have extensive experience working with learners who have experienced trauma. Three schools in the Ekurhuleni District, with learners from different backgrounds, were chosen as the research site for this research.
The researcher employed questionnaires and interviews to acquire knowledge and first-hand information from teachers who are teaching learners who have been exposed to trauma. Qualitative data analysis was used to interpret the outcomes of this study. To analyse the collected data, it was necessary to conduct thematic analysis. The findings of the study were organised into three themes that emerged from the collected data which are trauma-informed care principles, teachers’ reactions and support strategies, and additional support needed. The participants in this study demonstrated an understanding of trauma, with most able to identify its symptoms in their learners. Most teachers recognised that trauma could lead learners to experience psychological, emotional or physical distress. The findings indicated that teachers had favourable experiences, despite challenges such as insufficient training and a lack of guiding policy.
KEY WORDS: Trauma, trauma-informed care, support strategies.