An exploration of trauma-informed practice in Irish primary schools: experiences from teachers, principals and National Educational Psychological Service [NEPS] psychologists

Abstract

Background: Trauma-informed practice (TIP) is a system that realises the widespread impact of trauma and understands potential paths for recovery; it recognizes the signs and symptoms of trauma in clients, families, staff, and others involved with the system; and responds by fully integrating knowledge about trauma into policies, procedures, and practices, and seeks to actively resist re traumatization (SAMHSA, 2014, p.9). In recent years, TIP has gained widespread recognition and international attention in the field of education (Overstreet & Chafouleas, 2016). Efforts to incorporate TIP into the framework of the Irish education system are currently underway.

Aims: The aim of this research is to explore the lived experiences and perceptions of teachers, principals, and National Educational Psychological Service (NEPS) psychologists in their roles implementing TIP within Irish primary schools. Special attention will be devoted to exploring the factors that facilitate and hinder the implementation of these practices. Moreover, this research aims to explore the potential variances in TIP across different primary school setting and professional domains.

Sample: A total of twelve participants were recruited for the study, forming triads from four different primary school settings. Each school varied in size, status, context, and geographical location. Each triad consisted of one teacher, one principal, and one NEPS psychologist from each school, totalling four teachers, four principals, and four NEPS psychologists. Method: The research adopted a qualitative design using multi-perspective interpretative phenomenological analysis (Larkin et al., 2019). Data was collected using semi-structured interviews.

Findings: The findings revealed that teachers, principals and NEPS psychologists experienced TIP as a transformational journey in shaping school culture. This journey included becoming trauma-aware, fostering whole-school buy-in, and embedding TIP into school culture. They noted that effective implementation required individualising TIP to their school needs. This included being familiar with the wider school community, understanding the students, and being responsive to the needs of the school. In efforts to implement TIP into their primary school setting, participants were faced with several systemic barriers including limited acknowledgement and insufficient guidance at a systemic level which was further compounded by resource limitations.

Conclusion: This research illuminates the current landscape of TIP in Irish primary school settings.