Pedagogy and adverse childhood experiences : a teacher's action-learning journey in mitigating the impact of trauma through changing teaching practice

Abstract

School–university partnerships can be transformative for all involved; however, rarely are reports provided of the deep reciprocal changes that can occur as a result of this relationship. This chapter describes an Australian teacher’s action-learning journey from teacher, to teacher-scholar, and finally university-school researcher. Over this time, the author initiated a series of action-research cycles designed to alleviate the impact of adverse childhood experiences (ACEs) and maximize educational and social-emotional outcomes for children by increasing the capacity of teachers to understand and effectively respond to traumatized students. These action-research cycles employed knowledge of ACEs to (a) understand the impact of student trauma on teachers and schools, (b) develop a tiered framework of trauma-informed professional development and support for staff and students impacted by ACEs, and (c) understand the impact of student trauma on teachers and schools. Early findings from a state-wide school-university research project are discussed