How do rural and remote primary school teachers experience their work with children living with the effects of complex childhood trauma?

Project dates: 2018 - 2021

This PhD study utilised constructivist grounded theory to generate a new theory, Building Trauma-Informed Teachers from data collected in individual interviews with 23 teachers and a focus group with 7 teachers. Building Trauma-Informed Teachers explains the social processes remote primary school teachers undergo in their work with children living with the effects of complex childhood trauma (CCT). This study contributes important insights into teachers work with children experiencing CCT and recommends ways in which cognate systems can prepare and support teachers for their role as key professionals in the lives of children who have experienced CCT.


Chief Investigators