@article{ref1,
title="Supporting First Nations students with a trauma background in schools",
journal="School mental health",
year="2022",
author="Miller, Jenna and Berger, Emily",
volume="14",
number="3",
pages="485-497",
abstract="Childhood trauma has well-documented negative effects on children, including in the school setting. First Nations students are disproportionately exposed to trauma. However, limited research has explored teachers' experiences in response to trauma-affected First Nations students. This study aimed to explore teachers' experiences of supporting First Nations students with a trauma history. Ten teachers and school staff were interviewed using a semi-structured interview schedule, and the interviews were analysed using thematic analysis. Six themes emerged from the interviews: (1) The Landscape of Trauma; (2) The Impact of Trauma; (3) Trust and Relationships; (4) An Individualised Approach; (5) Red Tape; and (6) The Silver Lining. <br><br>RESULTS showed that culturally responsive training is required to equip schools to support First Nations students with a trauma background. Future research should also evaluate the effectiveness of trauma-informed programs with marginalised student populations.<p /> <p>Language: en</p>",
language="en",
issn="1866-2625",
doi="10.1007/s12310-021-09485-z",
url="http://dx.doi.org/10.1007/s12310-021-09485-z"
}