Abstract
The origin of trauma is multifaceted, and its consequences are particularly pertinent for young South African males. The study delved into the intricacies of trauma-informed care (TIC) in the distinct setting of an all-boys public high school in Pretoria, South Africa. This was done by investigating the experiences of teachers who provide support to traumatised boys. The study was motivated by the limited research in this field and aimed to contribute to developing school policies. It sought solutions for enhancing support and guiding teachers to assist traumatised young males, utilising a qualitative research approach rooted in modern trauma theory and TIC frameworks.
The study unveiled teachers' critical role in identifying signs of trauma in male learners who face diverse challenges, from losing a loved one to societal pressures tied to traditional masculinity.
Teachers' practical approaches to trauma-informed care emphasised creating a non-judgmental space, providing practical advice and opportunities for emotional expression, and implementing gender-sensitive strategies, illuminating a path to emotional recovery for traumatised boys.
The study revealed numerous obstacles encountered by the participants, and if these issues are addressed effectively, it could result in more effective support for male learners dealing with trauma. Enhancing teacher training and fostering gender-sensitive educational environments can empower and guide male students toward healing, growth, and resilience. Future research should explore male-specific trauma-informed care on a broader scale and incorporate the perspectives of male students to create more effective support systems.
List of Abbreviations
Abbreviation
Definitions
CTT
Contemporary trauma theory
PTSD
Post-traumatic stress disorder
TIC
Trauma-informed care