Assessing the Understanding of Primary School Teachers in the Rural Communities of Limpopo Province, South Africa-Are We Trauma Informed?

Abstract

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.