Building trauma informed teachers: a constructivist grounded theory study of remote primary school teachers` experiences with children living with the effects of complex childhood trauma

HIGHLIGHTS

SUMMARY

Teachers assigned to work in remote schools are often new graduates or have been teaching for no more than five years (Richards, 2012; Luke et_al, 2013; Hazel and McCallum, 2016; Willis et_al, 2017; Moffa and McHenry-Sorber, 2018; Weldon, 2018; Young et_al, 2018). This can be exacerbated if they hold preconceived ideas and biases around their students and their families and communities (Hobbs et_al, 2019; Brown et_al, 2020). The study used constructivist grounded theory (Charmaz, 2014) which is commonly utilized to investigate the lived experiences of participants (Karpouza and Emvalotis, 2019; Aburn et_al, 2021 . . .

 



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