Embracing trauma-informed practice in Aotearoa New Zealand schools: The perspectives of those at the coalface

Abstract

‘Trauma-informed’ is fast becoming a buzzword, a term being used widely across health, education, and other sectors. Online technologies are enabling an increasing number of schools to have instant access to ‘expert’ trauma-informed approaches, practices and research, however, the ways in which this information is being used varies greatly. This professional inquiry explores educators’ perceptions of the enablers of implementing sustainable, culturally responsive trauma-informed approaches in Aotearoa schools. It details the narrative inquiry and semi-structured interviews used to collect the perspectives of six school tumuaki (principals) in a diverse range of schools including urban, rural, low socio-economic and bilingual. Themes mirror both international and Aotearoa research of systems change in schools by identifying leadership, vision, inclusive culture, and innovation as the key levers in providing a trauma-informed inclusive education approach based on strengths-based, mana-preserving, culturally responsive practice.