TRAUMA-INFORMED FLEXIBLE LEARNING: CLASSROOMS THAT STRENGTHEN REGULATORY ABILITIES

  • Tom Brunzell University of Melbourne
  • Helen Stokes University of Melbourne
  • Lea Waters University of Melbourne
Keywords: trauma-informed classroom, flexible learning, regulatory abilities, student management, classroom strategies

Abstract

This study explores the implementation of the first of three domains, increasing regulatory abilities, within a trauma-informed positive education (TIPE) approach with flexible learning teachers as they incorporated trauma-informed principles into their daily teaching practice. Trauma-informed teaching approaches have particular relevance for flexible learning settings, and can help meet the complex needs of students who have experienced violence, abuse, or neglect. This paper proposes that redressing a trauma-affected student’s regulatory abilities should be the first aim in this developmentally-informed TIPE pedagogy. Drawing from research with nine teachers working in trauma-affected flexible learning settings in a large metropolitan region, this study employs a qualitative appreciative inquiry action research methodology to explore the use of TIPE perspectives with their students. Under the domain of increasing regulatory abilities, four arising subthemes hold particular application for teacher practice and planning: rhythm; self-regulation; mindfulness; and de-escalation. These four subthemes are positioned as promising pathways to increasing regulatory abilities in students as they strive toward successful learning outcomes.

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Published
2016-05-18
How to Cite
Brunzell, T., Stokes, H., & Waters, L. (2016). TRAUMA-INFORMED FLEXIBLE LEARNING: CLASSROOMS THAT STRENGTHEN REGULATORY ABILITIES. International Journal of Child, Youth and Family Studies, 7(2), 218-239. https://doi.org/10.18357/ijcyfs72201615719