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Hackett-Evans, Aisha (2023) School staff’s understanding and perceptions of trauma-informed practice and the barriers to implementing this at a whole-school level: A grounded theory exploration. DAppEdPsy thesis, University of Nottingham.

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Abstract

Background: This is a qualitative research study which explores school staff perceptions of trauma-informed practice in the context of mainstream secondary schools. Research indicates high rates of prevalence of young people who experience trauma and highlights the potentially devastating impact this can have on child development. Literature has suggested that educational settings are best placed to offer early intervention and support (Spence et al, 2021), yet despite this, there is a distinct lack of research which explores the experiences of school staff and the perceived barriers to implementing trauma-informed practice. The present study seeks to fill this gap in literature with a view to improve support for both professionals and young people.

Method: In line with social constructionist epistemological underpinnings, this study adopted a constructivist grounded theory methodology (Charmaz, 2014). Through processes of purposive and theoretical sampling, data was collected through four focus groups and one semi-structured interview, to gain the views of seventeen participants in different roles across four schools. Data was analysed according to iterative processes advocated by Charmaz (2014), and outcomes theoretically sensitised through a review of relevant literature. Based on the outcomes of data analysis, a conceptualised grounded theory was developed.



Findings and Discussion: The findings identified seven constructed categories which contributed to the development of the grounded theory. The grounded theory provides a theoretically informed framework for organisational trauma-informed practice, which promotes the development of a shared, whole-school ethos which underpins policy and practice. In addition, the framework conceptualises notions of fostering a sense of safety and belonging, prioritising positive relationships, developing a holistic understanding of complex trauma, safeguarding of emotional and physical wellbeing, and supporting and upskilling staff. The implications for professional practice and future research are considered, and limitations of the study acknowledged.

Item Type:	Thesis (University of Nottingham only) (DAppEdPsy)
Supervisors:	Godwin, Sarah
Keywords:	Trauma-Informed Practice, Secondary Schools, Post-16 Education, Grounded Theory
Subjects:	L Education > LB Theory and practice of education > LB1050 Educational psychology L Education > LB Theory and practice of education > LB1603 Secondary education. High schools
Faculties/Schools:	UK Campuses > Faculty of Science > School of Psychology
Item ID:	74366
Depositing User:	Hackett-Evans, Aisha
Date Deposited:	13 Dec 2023 14:15
Last Modified:	13 Dec 2023 14:15
URI:	https://eprints.nottingham.ac.uk/id/eprint/74366

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