{"id":693,"date":"2024-11-20T23:42:43","date_gmt":"2024-11-20T23:42:43","guid":{"rendered":"https:\/\/earlychildhoodresearch.csu.domains\/early-childhood-voices-conference-2024\/?p=693"},"modified":"2024-11-20T23:50:03","modified_gmt":"2024-11-20T23:50:03","slug":"ecv2024-462","status":"publish","type":"post","link":"https:\/\/earlychildhoodresearch.csu.domains\/early-childhood-voices-conference-2024\/ecv2024-462\/","title":{"rendered":"ECV2024-462 – Early childhood and primary school teachers\u2019 experiences and needs in working with trauma-impacted children: A systematic review and thematic synthesis"},"content":{"rendered":"\t\t
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Presentation - ECV2024-462<\/h2>\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/section>\n\t\t\t\t
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Early childhood and primary school teachers\u2019 experiences and needs in working with trauma-impacted children: A systematic review and thematic synthesis<\/h1>\n

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Yihan Sun<\/strong>, Monash University, Australia (Yihan.sun@monash.edu)
Andrea Tamblyn<\/strong>, Monash University, Australia (andrea.tamblyn@monash.edu)
Dr Heather Morris<\/strong>, Monash University, Australia (heather.morris@monash.edu)
Prof Helen Skouteris<\/strong>, Monash University, Australia (helen.skouteris@monash.edu)
Dr Claire Blewitt<\/strong>, Monash University, Australia (claire.blewitt@monash.edu)<\/p>\n

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Background: <\/strong>Trauma experienced during childhood can have a harmful impact on children\u2019s social, emotional, and physical health. Teachers working in educational settings are uniquely positioned to respond to and support children impacted by trauma.<\/p>\n

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Aims: <\/strong>The aim of this systematic review and thematic synthesis is to explore the experiences and needs of early childhood and primary teachers in terms of their work with trauma-impacted children.<\/p>\n

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Method:<\/strong> This is a systematic review and qualitative evidence synthesis of primary studies. Systematic searching and screening were conducted following the PRISMA guidelines; an iterative three-stepped thematic synthesis procedure was followed in terms of coding and analysis.<\/p>\n

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Results:<\/strong> Fourteen studies were included in the final synthesis, with three themes emerging across the studies: (1) teachers lack training and support to work with trauma-impacted children, (2) the dilemma of teachers\u2019 roles, and (3) teachers need multifaceted support.<\/p>\n

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Conclusions:<\/strong> An under-examination of early childhood teachers\u2019 experiences and needs in working with trauma-impacted children was identified. Teachers are ill-prepared and lack confidence in working with children impacted by trauma. They report multiple challenges and face several dilemmas and confusion relating to the boundaries of their role. Working with trauma-impacted children without adequate preparation and support can harm teacher well-being. Multifaceted support, including training, collaboration with professionals with expertise in trauma, and trauma-informed organisational change is needed. Recommendations for future research and practices will be discussed.<\/p>\n

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Implications for practitioners:<\/strong> Your experiences, needs, and well-being matter; you need to be well-supported professionally and psychologically to support children and families impacted by trauma.<\/p>\n

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Key words<\/strong>: professionals\u2019 voices, interdisciplinary, qualitative methods, review, vulnerable communities<\/p>\n

This presentation relates to the following <\/strong>United Nations Sustainable Development Goals<\/strong><\/a>:<\/strong><\/p>\n