New Zealand Primary School Educators' Perceptions of Trauma-Informed Education and Interventions

<p><strong>Despite the vast international research on trauma, its effects on children and growing interest in trauma-informed education, including school-based interventions, little is known of the perspectives and perceptions of New Zealand educators who are tasked with their implementation. Research has identified some promising school-based trauma-informed programmes and approaches, while also highlighting implementation challenges. These interventions aim to support students’ self-regulation and learning, requiring shifts in educator thinking that move away from punitive approaches and invest in staff training and self-care. Research to date has not included a broad range of educators (e.g., school leadership, classroom teachers, and support staff) involved in implementing trauma-informed education, nor has it been conducted in New Zealand to explore some of the deeper issues from educators’ perspectives. This small descriptive qualitative study explored the views and perspectives of 10 primary school educators from Palmerston North, New Zealand, who have been involved in planning or implementing trauma-informed education. Reflective thematic analysis of the data led to the construction of four major themes that focused on factors that supported and hindered the trauma-informed journey these educators were on: (i) reasons why (motivation), (ii) necessary conditions (what was needed), (iii) roadblocks and barriers to implementation and (iv) best-case scenario (what trauma-informed change could look like). The findings contribute to our understanding of educators' perceptions, experiences, and needs related to trauma-informed education and its specific application in New Zealand primary schools. Implications for policy, practice and programmes are discussed.</strong></p>