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Keywords

Trauma-Informed Practice, Trauma-Informed Care, Resilience, Trauma-Informed Practices (TIPs), Trauma-Informed Schools

Abstract

Trauma-informed care in education and its role in fostering resilience in communities is the central theme of this article. It focuses on a three pronged approach to implementing trauma-informed practices in a DEIS primary school in Dublin, located in an area of extreme disadvantage, to support young people engaging in the process of resilience. The first trauma-informed practice adopts an ecological approach to promote community resilience, involving training for staff and community members to spread awareness and implement trauma-informed care. The second trauma-informed practice introduces a mentoring program targeting at-risk pupils in their final year of primary school. The third trauma-informed practice focuses on a peer support group for teachers, recognising the impact of vicarious trauma on educators. Challenges to the implementation of trauma-informed practice in schools are discussed, including service provider buy-in, conceptual clarity, and the lack of consistent policies. The article concludes by emphasising the importance of collaboration across services and the need for a united effort to address the complex issue of childhood trauma.

Creative Commons License

Creative Commons Attribution 4.0 License
This work is licensed under a Creative Commons Attribution 4.0 License.

Author Biography

Eithne Nic Dhomhnaill is an educator, working in disadvantaged communties since graduating from Marino Institute of Education in 2013 with a Bachelor of Education. She is currently working as Home School Community Liaison Coordinator in a primary school setting in Dublin, where she works to improve educational outcomes for marginalised young people. With a Level 9 Certificate in both Trauma-Informed Practice in Education and in Trauma Studies from University College Cork, her interests include educational disadvantage, childhood trauma and social inclusion.

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