Abstract
In the rural secondary schools of South Africa, more learners have been, might be, or will be affected by trauma due to poverty, violence, loss, and neglect. This results in emotional and psychological problems in the classroom, where teachers must respond first. Even though education policies promote inclusive support systems, many rural schools still do not have the resources or mental health professionals needed to support learners with trauma. This study investigated how teachers in rural, under-resourced schools in the Eastern Cape recognise and respond to trauma using trauma-informed strategies, even when they are facing these system challenges.
This study employed a qualitative research design. Six teachers from two secondary schools were interviewed to explore their experiences and how they support learners affected by trauma. The study used Trauma Theory to understand how teachers define trauma, their methods, any formal training they have done, and what challenges they face in their schools.
The findings showed that teachers mainly depend on their experience, relationships with learners, and informal ways, such as private talks and emotional support during and after the lessons. Even though they show care and are committed to helping, most teachers said they feel tired, overwhelmed, and unsupported. Teachers mentioned a lack of training, unclear policies, and insufficient support in their schools, district office, and district officials. However, they also gave some helpful suggestions, such as hiring school-based counsellors, giving teachers proper training about trauma, and building stronger connections between schools and local communities.
This research shows how much emotional work rural teachers are doing and why there is a serious need to improve trauma-informed education. It gives practical ideas for improving policies, teacher training, and support systems that are suited for rural schools in South Africa.