Assessing the Understanding of Primary School Teachers in the Rural Communities of Limpopo Province, South Africa—Are We Trauma Informed?
Background/Objectives: To effectively support children’s learning and well-being, primary educators must thoroughly understand child trauma. Being ‘trauma informed’ means recognizing the impact of trauma and responding supportively, which can help mitigate its adverse effects on learners. This study...
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| Format: | Article |
| Language: | English |
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MDPI AG
2025-01-01
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| Series: | Children |
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| Online Access: | https://www.mdpi.com/2227-9067/12/1/54 |
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| author | Muimeleli Munyadziwa Lufuno Makhado Angelina Maphula |
| author_facet | Muimeleli Munyadziwa Lufuno Makhado Angelina Maphula |
| author_sort | Muimeleli Munyadziwa |
| collection | DOAJ |
| description | Background/Objectives: To effectively support children’s learning and well-being, primary educators must thoroughly understand child trauma. Being ‘trauma informed’ means recognizing the impact of trauma and responding supportively, which can help mitigate its adverse effects on learners. This study explored the understanding of childhood trauma among primary school teachers in Limpopo province, focusing on the circuits of Mvudi and Dzindi due to their high prevalence of childhood traumatic experiences. Methods: An exploratory descriptive and contextual design was used in this study. Data were collected through semi-structured interviews with 26 teachers, utilizing total population sampling for schools and purposive sampling for respondents. Results: The findings revealed that teachers typically define trauma in terms of domestic issues and abuse and identify symptoms in learners’ behavior, emotions, and academic performance. Teachers employ strategies to assist affected learners, such as building rapport and involving social workers or school authorities when needed. Conclusions: This study highlighted teachers’ critical role in identifying and assisting traumatized children and underlined the necessity for effective training programs and school-based support systems. A comprehensive strategy is necessary, including advocacy for equitable support services and standardized training on trauma-informed practices. |
| format | Article |
| id | doaj-art-cda6d5ec6d4c44dca7741eec199efb57 |
| institution | Kabale University |
| issn | 2227-9067 |
| language | English |
| publishDate | 2025-01-01 |
| publisher | MDPI AG |
| record_format | Article |
| series | Children |
| spelling | doaj-art-cda6d5ec6d4c44dca7741eec199efb572025-01-24T13:27:08ZengMDPI AGChildren2227-90672025-01-011215410.3390/children12010054Assessing the Understanding of Primary School Teachers in the Rural Communities of Limpopo Province, South Africa—Are We Trauma Informed?Muimeleli Munyadziwa0Lufuno Makhado1Angelina Maphula2Faculty of Health Sciences, Department of Public Health, University of Venda, Thohoyandou 0950, South AfricaFaculty of Health Sciences, Department of Public Health, University of Venda, Thohoyandou 0950, South AfricaFaculty of Health Sciences, Department of Psychology, University of Venda, Thohoyandou 0950, South AfricaBackground/Objectives: To effectively support children’s learning and well-being, primary educators must thoroughly understand child trauma. Being ‘trauma informed’ means recognizing the impact of trauma and responding supportively, which can help mitigate its adverse effects on learners. This study explored the understanding of childhood trauma among primary school teachers in Limpopo province, focusing on the circuits of Mvudi and Dzindi due to their high prevalence of childhood traumatic experiences. Methods: An exploratory descriptive and contextual design was used in this study. Data were collected through semi-structured interviews with 26 teachers, utilizing total population sampling for schools and purposive sampling for respondents. Results: The findings revealed that teachers typically define trauma in terms of domestic issues and abuse and identify symptoms in learners’ behavior, emotions, and academic performance. Teachers employ strategies to assist affected learners, such as building rapport and involving social workers or school authorities when needed. Conclusions: This study highlighted teachers’ critical role in identifying and assisting traumatized children and underlined the necessity for effective training programs and school-based support systems. A comprehensive strategy is necessary, including advocacy for equitable support services and standardized training on trauma-informed practices.https://www.mdpi.com/2227-9067/12/1/54child traumatrauma-exposed learnersunderstandingprimary schoolsprimary teachers |
| spellingShingle | Muimeleli Munyadziwa Lufuno Makhado Angelina Maphula Assessing the Understanding of Primary School Teachers in the Rural Communities of Limpopo Province, South Africa—Are We Trauma Informed? Children child trauma trauma-exposed learners understanding primary schools primary teachers |
| title | Assessing the Understanding of Primary School Teachers in the Rural Communities of Limpopo Province, South Africa—Are We Trauma Informed? |
| title_full | Assessing the Understanding of Primary School Teachers in the Rural Communities of Limpopo Province, South Africa—Are We Trauma Informed? |
| title_fullStr | Assessing the Understanding of Primary School Teachers in the Rural Communities of Limpopo Province, South Africa—Are We Trauma Informed? |
| title_full_unstemmed | Assessing the Understanding of Primary School Teachers in the Rural Communities of Limpopo Province, South Africa—Are We Trauma Informed? |
| title_short | Assessing the Understanding of Primary School Teachers in the Rural Communities of Limpopo Province, South Africa—Are We Trauma Informed? |
| title_sort | assessing the understanding of primary school teachers in the rural communities of limpopo province south africa are we trauma informed |
| topic | child trauma trauma-exposed learners understanding primary schools primary teachers |
| url | https://www.mdpi.com/2227-9067/12/1/54 |
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