Teachers’ Knowledge and Attitudes Towards Trauma-Informed Practices
DOI:
https://doi.org/10.17977/um065.v5.i3.2025.8Keywords:
Adolescent, Complex childhood trauma, School, Teacher, Trauma-informedAbstract
The impact of complex childhood trauma can interfere with students' personal and academic development. Although many studies suggest the vital role of educators in supporting trauma-impacted students, research on this topic is minimal. This study investigates teachers’ knowledge and attitudes towards trauma-informed practices in school. Data was collected from the 32-hour workshop on trauma-informed practices, and a quantitative analysis was conducted to compare teachers’ knowledge of trauma-informed practices before and after the workshop. Then, teachers’ attitudes toward implementing this approach were analysed. A Wilcoxon test result shows significant differences in teachers’ knowledge before and after the workshop (p<0.001). Findings also indicate a positive attitude towards trauma-informed practices in school, where most participants (n=66, 85%) indicated that they want to implement trauma-informed practices in school. Therefore, occupying teachers with trauma-informed practice skills can be potentially helpful in supporting students who show challenging behaviours due to disruption caused by adverse childhood experiences.
References
BPS. (2022). Nikah, Cerai, Talak. https://databoks.katadata.co.id/datapublish/2022/02/28/kasus-perceraian-meningkat-53-mayoritas-karena-pertengkaran
Crouch, E., Probst, J. C., Radcliff, E., Bennett, K. J., & McKinney, S. H. (2019). Prevalence of adverse childhood experiences (ACEs) among US children. Child Abuse & Neglect, 92, 209–218. https://doi.org/10.1016/j.chiabu.2019.04.010
Felitti, V. J., Anda, R. F., Nordenberg, D., Williamson, D. F., Spitz, A. M., Edwards, V., & Marks, J. S. (1998). Relationship of childhood abuse and household dysfunction to many of the leading causes of death in adults: The Adverse Childhood Experiences (ACE) Study. American Journal of Preventive Medicine, 14(4), 245–258.
Firmin, C., Langhoff, K., Eyal-Lubling, R., Ana Maglajlic, R., & Lefevre, M. (2024). ‘Known to services’ or ‘Known by professionals’: Relationality at the core of trauma-informed responses to extra-familial harm. Children and Youth Services Review, 160, 107595. https://doi.org/10.1016/j.childyouth.2024.107595
Galvin, E., O’Donnell, R., Mousa, A., Halfpenny, N., & Skouteris, H. (2020). Attitudes towards trauma-informed care in residential out-of-home care. Children and Youth Services Review, 117, 105346. https://doi.org/10.1016/j.childyouth.2020.105346
Kemenpppa. (2024). Sistem Informasi Online Perlindungan Perempuan dan Anak. https://kekerasan.kemenpppa.go.id/ringkasan
Kisiel, C., Guarnaccia, U., Pinkerton, L., Garibaldi, P., & Agosti, J. (2024). Empowering transition age youth through trauma-informed, strengths-based, youth-centered, and anti-racist practices: Implementation of a virtual breakthrough series collaborative. Children and Youth Services Review, 163, 107682. https://doi.org/10.1016/j.childyouth.2024.107682
Long, T., Aggar, C., & Grace, S. (2024). Trauma-informed care education for midwives: Does education improve attitudes towards trauma-informed care? Midwifery, 131, 103950. https://doi.org/10.1016/j.midw.2024.103950
Pulcini, C. D., Lamberson, M., Collins, S. C., Axtmayer, C., Mathon, C. J., Della Grotta, K., Bisanzo, M., Fleisher, C., & Marsac, M. L. (2024). Measurement of patient-level outcomes after implementation of trauma-informed care training in the emergency department: A pilot study. Journal of Emergency Nursing. https://doi.org/10.1016/j.jen.2024.06.008
Salameh, T. N., & Polivka, B. (2020). Knowledge of and perceived competence in trauma-informed care and attitudes of NICU nurses toward mothers of newborns with neonatal abstinence syndrome. Journal of Obstetric, Gynecologic & Neonatal Nursing, 49(4), 373–387. https://doi.org/10.1016/j.jogn.2020.05.003
Simons, M., Harvey, G., McMillan, L., Ryan, E. G., De Young, A. G., McPhail, S. M., Kularatna, S., Senanayake, S., Kimble, R., & Tyack, Z. (2024). Implementation outcomes of a digital, trauma-informed care, educational intervention targeting health professionals in a paediatric burns setting: A mixed methods process evaluation. Burns, 50(6), 1690–1703. https://doi.org/10.1016/j.burns.2024.03.032
Strolin-Goltzman, J., Ura, S., Bielawski-Branch, A., Hill, M., Kim, R., Bleau, T., Jorgenson, J., Meierdiercks, E., Hazen, A., Conradi, L., & Forehand, R. (2023). Feasibility of the NCTSN breakthrough parenting curriculum: A pilot study of an online trauma-informed training for birth parents involved in the child welfare system. Children and Youth Services Review, 150, 107003. https://doi.org/10.1016/j.childyouth.2023.107003
UNICEF. (2020). Bullying in Indonesia; Key facts, Sollution, and Recommendations. https://www.unicef.org/indonesia/media/5606/file/Bullying in Indonesia.pdf
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2025 Septinda Rima Dewanti, Eko Pramudya Laksana
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
