The intersection of trauma with social, cultural, and historic inequities: Meeting the needs of marginalised students in Irish primary schools.
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| Title: | The intersection of trauma with social, cultural, and historic inequities: Meeting the needs of marginalised students in Irish primary schools. |
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| Authors: | Frehill, Joanne (AUTHOR), Booker, Roger (AUTHOR) |
| Source: | Educational & Child Psychology. Mar2025, Vol. 42 Issue 1, p55-78. 24p. |
| Subjects: | School children, School principals, Refugee children, Trauma-informed practice, Social injustice |
| Abstract: | Aims The study aimed to explore the views of school principals regarding how they are responding to, and supporting, students from marginalised communities who have also been impacted by trauma. These students included members of the Traveller community, care experienced students, students experiencing poverty and refugee and asylum-seeking children. A secondary aim was to address the challenges and barriers that school principals' experience when attempting to adopt trauma-informed approaches to support the needs of these students. Method Participants took part in individual, semi-structured interviews via WebEx. A reflexive thematic analysis of participants' interview data was carried out. Ten primary school principals across the Republic of Ireland who have experience of working with trauma-impacted students facing environmental and systemic adversities participated in this study. Findings Findings from this study reveal many examples of progressive and innovative practice amongst school principals across Ireland aimed at recognising and responding to students impacted by issues relating to social injustice, adversity, and trauma. Several challenges and barriers were also identified with school principals calling for a move away from the dominant medical model and for a greater understanding amongst educators, policy makers and professionals regarding the complexity of these inequalities. Conclusions These findings have important implications for how education professionals think about the multifaceted nature of intersectionality and respond to the needs of students impacted by a range of adversities. [ABSTRACT FROM AUTHOR] |
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| Database: | Psychology and Behavioral Sciences Collection |
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| Abstract: | Aims The study aimed to explore the views of school principals regarding how they are responding to, and supporting, students from marginalised communities who have also been impacted by trauma. These students included members of the Traveller community, care experienced students, students experiencing poverty and refugee and asylum-seeking children. A secondary aim was to address the challenges and barriers that school principals' experience when attempting to adopt trauma-informed approaches to support the needs of these students. Method Participants took part in individual, semi-structured interviews via WebEx. A reflexive thematic analysis of participants' interview data was carried out. Ten primary school principals across the Republic of Ireland who have experience of working with trauma-impacted students facing environmental and systemic adversities participated in this study. Findings Findings from this study reveal many examples of progressive and innovative practice amongst school principals across Ireland aimed at recognising and responding to students impacted by issues relating to social injustice, adversity, and trauma. Several challenges and barriers were also identified with school principals calling for a move away from the dominant medical model and for a greater understanding amongst educators, policy makers and professionals regarding the complexity of these inequalities. Conclusions These findings have important implications for how education professionals think about the multifaceted nature of intersectionality and respond to the needs of students impacted by a range of adversities. [ABSTRACT FROM AUTHOR] |
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| ISSN: | 02671611 |
| DOI: | 10.53841/bpsecp.2025.42.1.55 |
