Abstract
Children in South Africa are disproportionately exposed to traumatic experiences such as violence, abuse, neglect and crime, with research indicating that more than half of adolescents have encountered at least one traumatic event. These experiences can have a profound impact on learners’ emotional well-being, behaviour and academic success, highlighting the need for trauma-informed strategies in primary school contexts. While the importance of trauma-informed care is increasingly recognised, there remains a gap in understanding how teachers interpret and implement such strategies in their classrooms, particularly within single-sex schools.
This study explored teachers’ understanding and practice of trauma-informed strategies within two single-sex primary schools. Guided by an interpretive qualitative approach, data was collected through open-ended online questionnaires, semi-structured interviews and a reflective research journal. Purposeful sampling was used to recruit participants, including Foundation and Intermediate Phase teachers, school management team members, support staff and the Head of School.
Findings revealed that teachers possessed a foundational awareness of trauma and recognised its impact on learners’ behaviour and learning. Many demonstrated an empathetic commitment to supporting affected learners but expressed uncertainty and frustration in the absence of formal trauma-specific policies, structured referral systems, or consistent access to in-house professionals such as Educational Psychologists. Strategies employed by teachers often relied on intuition and relationship-building, which were valuable but limited by contextual challenges such as heavy workloads, inconsistent parental cooperation and restricted resources. Teachers further emphasised the need for ongoing, practical training that could equip them with concrete tools to respond effectively to learners in crisis.
The study concludes that while teachers are deeply motivated to support trauma-affected learners, systemic limitations hinder their ability to do so effectively. The findings highlight the importance of embedding sustained trauma-informed training, accessible psychological services and clear referral protocols within schools to empower educators and ensure that learners receive the comprehensive support they require.