Abstract
Many learners in South African schools encounter traumatic events, which often
influence both their learning outcomes and conduct in the classroom. This research
focuses on exploring how educators in Johannesburg West District schools
conceptualise and integrate Trauma-Informed Care (TIC) into their professional
practice. This study employed a qualitative design grounded in an interpretative
phenomenological framework and informed by Contemporary Trauma Theory. Data
were generated through semi-structured interviews with twelve participants,
comprising teachers and members of the School Management Team (SMTs) from
three public schools, which included two township-based and one suburban school
within the Johannesburg West District. Participants were purposively selected based
on their direct involvement in learner support, teaching, and policy implementation.
The study sought to explore how teachers perceive and apply Trauma-Informed Care
within their institutional contexts and the extent to which policy supports these
practices. Ethical clearance was obtained from the University of Johannesburg’s
Faculty of Education Research Ethics Committee. Permission to conduct the study
was granted by the Gauteng Department of Education. Participation was voluntary,
informed consent was secured, and confidentiality was strictly maintained. Data were
analysed using Braun and Clarke’s six-phase thematic analysis, which identified three
overarching themes: teachers' understanding of TIC, classroom implementation of
TIC, and barriers to TIC integration. The findings indicate that trauma is most often
identified informally, through behavioural cues such as withdrawal, declining academic
performance, and emotional distress. Challenges highlighted include the absence of
on-site school counsellors and insufficiently developed school policies to support
trauma-informed approaches. This research contributes to the growing field of traumainformed
education by underscoring the need for contextually appropriate support
within South African schools. It recommends enhanced professional development for
teachers, stronger institutional policy frameworks, and the integration of traumaawareness
programmes to foster safe, trauma-sensitive learning environments.