A longitudinal study examining the impact of pre-service teacher learning regarding complex childhood trauma on early career teacher resilience.

Whilst feedback from schools and organisations supporting students who have experienced complex trauma indicate the success of a trauma-informed approach, data is needed to examine the impact of pre-service learning on the personal and professional resilience of early career teachers.

The Faculty of Education at QUT has been delivering an option unit since 2017 for pre-service teachers to develop their understanding and skill in educating and supporting students who have experienced complex trauma (EUB003 Managing Challenging Student Behaviours Related to Complex Trauma). One goal of unit design is to enhance the personal and professional resiliency of teachers during their early careers when working with students who have experienced complex trauma.

The purpose of this longitudinal project is to examine the impact of this pre-service learning on:

  • pre-service teacher perceptions about their future personal and professional resiliency.
  • early career teacher perceptions about their current personal and professional resiliency.