Delving into the Elementary School Teachers’ Experiences and Support Needs When Working with Traumatized Learners

Jeffrey G. Mabawad

doi:10.36948/ijfmr.2024.v06i03.21666

Delving into the Elementary School Teachers’ Experiences and Support Needs When Working with Traumatized Learners

Author(s)	Jeffrey G. Mabawad
Country	Philippines
Abstract	This study examined the lived experiences of elementary school teachers managing learners’ traumatic experiences in the schools of Banaybanay, Davao Oriental, Region XI. Ten (10) teachers participated in the study. This study used a phenomenological approach to extract the ideas from the participants who were purposely selected as representatives from the group of public elementary school teachers in different schools in the same District. In-depth interviews were employed to gather some information regarding their respective lived experiences. Using thematic analysis, the following themes emerged about the lived experiences of the participants: Trauma as total personality distress, Trauma as an extreme emotional reaction, Handling trauma as a negative experience, and Hurling trauma-related challenges. Further, there were three (3) subthemes identified on the hurdling with trauma-related challenges; these are Lack of knowledge on trauma management, Students’ aggressiveness, and teachers’ stress. The coping mechanisms of teacher participants on the challenges they experienced were mindfulness practices and seeking professional guidance. The educational management insights from the participants were about creating safe spaces for learners and providing trauma-informed services. With this, the administrators and supervisors of the Department of Education (DepEd) may create capacity development training for teachers on handling and managing students' trauma and behavior. These programs would specifically target managing students’ experience reactions, adopting trauma-informed instructional methodologies within school settings, and fostering effective collaboration with parents and other stakeholders.
Keywords	Trauma, Behavior, Lived Experiences, Elementary School Teachers
Field	Sociology > Education
Published In	Volume 6, Issue 3, May-June 2024
Published On	2024-06-02
Cite This	Delving into the Elementary School Teachers’ Experiences and Support Needs When Working with Traumatized Learners - Jeffrey G. Mabawad - IJFMR Volume 6, Issue 3, May-June 2024. DOI 10.36948/ijfmr.2024.v06i03.21666
DOI	https://doi.org/10.36948/ijfmr.2024.v06i03.21666
Short DOI	https://doi.org/gtxrq3

View / Download PDF File

E-ISSN 2582-2160

doi

CrossRef DOI is assigned to each research paper published in our journal.

IJFMR DOI prefix is
10.36948/ijfmr

Downloads

Research Paper Format Copyright Permission Form and Undertaking Form Cover Page Vol 6 Isu 6 Cover Page Vol 6 Isu 5 Cover Page Vol 6 Isu 4

All research papers published on this website are licensed under Creative Commons Attribution-ShareAlike 4.0 International License, and all rights belong to their respective authors/researchers.

CC-BY-SA

About IJFMR Fees & Payment Current Issue Publication Archive	Submit Research Paper Track Submission Status Publication Guidelines Publication Ethics Peer Review & Plagiarism	Join as a Reviewer Editors & Reviewers Reviewer Referral Program Get Reviewer Membership Certi.	Website/Journal Policies Usage Policy Content Policies Privacy Policy

Contact Us		+91-9898-5948-55	editor@ijfmr.com

International Journal For Multidisciplinary Research

A Widely Indexed Open Access Peer Reviewed Multidisciplinary Bi-monthly Scholarly International Journal

Delving into the Elementary School Teachers’ Experiences and Support Needs When Working with Traumatized Learners

Share this