"It just felt like another thing to do": Examining teacher barriers and motivators to utilizing trauma‐informed resources during COVID‐19.
Saved in:
| Title: | "It just felt like another thing to do": Examining teacher barriers and motivators to utilizing trauma‐informed resources during COVID‐19. |
|---|---|
| Authors: | Mullin, Alice C. (AUTHOR), Sharkey, Jill D. (AUTHOR), Aragon, Karina M. (AUTHOR), Appel, Olivia (AUTHOR), Portabales, Paola (AUTHOR), Bouchard, Isaac (AUTHOR), Felix, Erika D. (AUTHOR) |
| Source: | Psychology in the Schools. Apr2024, Vol. 61 Issue 4, p1287-1301. 15p. |
| Subjects: | COVID-19 pandemic, Teachers, Trauma-informed practice, School environment, Research questions |
| Geographic Terms: | California |
| Abstract: | Given that over two‐thirds of children in the United States are exposed to at least one traumatic event by age 16, it is imperative that schools support these students with trauma‐informed practices and resources. The current study investigated factors that affected teacher use of trauma‐informed resources within two school districts in California during the COVID‐19 pandemic. The specific research questions included assessing how intrinsic barriers, extrinsic barriers, administrator support, and school climate affect the use of trauma‐informed resources, as well as what barriers to and motivators of implementation teachers report. Eighty‐five teachers participated. A logistic regression model indicated that teacher‐administrator relationships (B = 0.77, p =.016) and intrinsic barriers (B = −0.84, p =.002), were predictive of resource use. Open‐ended responses revealed barriers to teacher resource use that included lack of time and district problems. Teachers reported being motivated to use resources based on their concern for the well‐being of students and themselves. Results indicate a myriad of extrinsic and intrinsic barriers making it difficult for teachers to use resources despite their motivation to support themselves and their students, and have implications for rethinking the way that teachers are expected to operate within the school system. Practitioner Points: Teachers are motivated to support themselves and their students as they contend with stressors.Teachers face multiple barriers to implementing trauma‐informed practices.Teachers who feel supported by their administrations are more likely to use resources. [ABSTRACT FROM AUTHOR] |
| Copyright of Psychology in the Schools is the property of Wiley-Blackwell and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Psychology and Behavioral Sciences Collection |
|
Full text is not displayed to guests.
Login for full access.
|
|
| Abstract: | Given that over two‐thirds of children in the United States are exposed to at least one traumatic event by age 16, it is imperative that schools support these students with trauma‐informed practices and resources. The current study investigated factors that affected teacher use of trauma‐informed resources within two school districts in California during the COVID‐19 pandemic. The specific research questions included assessing how intrinsic barriers, extrinsic barriers, administrator support, and school climate affect the use of trauma‐informed resources, as well as what barriers to and motivators of implementation teachers report. Eighty‐five teachers participated. A logistic regression model indicated that teacher‐administrator relationships (B = 0.77, p =.016) and intrinsic barriers (B = −0.84, p =.002), were predictive of resource use. Open‐ended responses revealed barriers to teacher resource use that included lack of time and district problems. Teachers reported being motivated to use resources based on their concern for the well‐being of students and themselves. Results indicate a myriad of extrinsic and intrinsic barriers making it difficult for teachers to use resources despite their motivation to support themselves and their students, and have implications for rethinking the way that teachers are expected to operate within the school system. Practitioner Points: Teachers are motivated to support themselves and their students as they contend with stressors.Teachers face multiple barriers to implementing trauma‐informed practices.Teachers who feel supported by their administrations are more likely to use resources. [ABSTRACT FROM AUTHOR] |
|---|---|
| ISSN: | 00333085 |
| DOI: | 10.1002/pits.23111 |
