Abstract
This research delves into the critical issue of trauma management within the South African education system, focusing on the experiences of school principals in Gauteng through the lens of systems theory, trauma theory, and change theory. It highlights the alarming prevalence of trauma among children, within South Africa, emphasising the urgent need for effective interventions within the school environment. The study underscores the gap in existing literature regarding the specific procedures and policies that guide school leaders in navigating the complexities of trauma. It aims to address this gap by exploring the leadership experiences of principals who have dealt with traumatic events in their schools.
Semi-structured interviews with six principals, uncovered key themes, namely: crisis response, support systems, communication, and community welfare. The findings revealed the diverse ways principals perceived and responded to trauma, highlighting the importance of preparedness, available resources, and effective communication strategies. The study also emphasised the interconnectedness of the school system and the broader community, underscoring the need for collaboration and support from various stakeholders. The findings of this study informed a flow diagram that will aid policymakers in developing a Standard Operating Procedure (SOP), to guide school leaders in managing post-trauma recovery and fostering a more resilient and supportive educational environment.