[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"detail-sidebar-cat-0-en-105":3,"doc-seo-594056-105":59,"doc-detail-594056-en":130},{"code":4,"msg":5,"data":6},0,"success",[7,13,18,23,28,33,38,43,48,51,55],{"id":8,"doc_module":4,"doc_module_name":9,"category_name":10,"show_sort_weight":11,"slug":12},1,"Document","Story & Novel",90,"story-novel",{"id":14,"doc_module":4,"doc_module_name":9,"category_name":15,"show_sort_weight":16,"slug":17},2,"Literature",80,"literature",{"id":19,"doc_module":4,"doc_module_name":9,"category_name":20,"show_sort_weight":21,"slug":22},4,"Exam",70,"exam",{"id":24,"doc_module":4,"doc_module_name":9,"category_name":25,"show_sort_weight":26,"slug":27},5,"Comic",60,"comic",{"id":29,"doc_module":4,"doc_module_name":9,"category_name":30,"show_sort_weight":31,"slug":32},6,"Technology",50,"technology",{"id":34,"doc_module":4,"doc_module_name":9,"category_name":35,"show_sort_weight":36,"slug":37},7,"Healthcare",40,"healthcare",{"id":39,"doc_module":4,"doc_module_name":9,"category_name":40,"show_sort_weight":41,"slug":42},8,"Research & Report",30,"research-report",{"id":44,"doc_module":4,"doc_module_name":9,"category_name":45,"show_sort_weight":46,"slug":47},9,"Religion & Spirituality",20,"religion-spirituality",{"id":46,"doc_module":4,"doc_module_name":9,"category_name":49,"show_sort_weight":46,"slug":50},"World Cup","world-cup",{"id":52,"doc_module":4,"doc_module_name":9,"category_name":53,"show_sort_weight":52,"slug":54},10,"Lifestyle","lifestyle",{"id":56,"doc_module":4,"doc_module_name":9,"category_name":57,"show_sort_weight":24,"slug":58},19,"General","general",{"code":4,"msg":60,"data":61},"ok",{"site_id":62,"language":63,"slug":64,"title":65,"keywords":66,"description":67,"schema_data":68,"social_meta":123,"head_meta":125,"extra_data":127,"updated_unix":129},105,"en","australian-teachers-perception-of-their-preparedness-to-teach-traumatised-students-a-systematic-literature-review","Australian Teachers’ Perception of their Preparedness to Teach Traumatised Students - A Systematic Literature Review","","There are many studies documenting the negative impacts of trauma in childhood. Despite schools and teachers acting as protective factors that can modify the effects of complex trauma, limited research examines primary teachers’ perspectives on working with traumatised children and their perceived preparedness. A systematic literature review was conducted using PRISMA-guided searches across academic databases from 2011 to 2022, applying inclusion criteria on complex trauma, primary teachers, and preparedness perceptions. Only four studies met the criteria, indicating a need for further research and improved training and support.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/australian-teachers-perception-of-their-preparedness-to-teach-traumatised-students-a-systematic-literature-review/594056/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/australian-teachers-perception-of-their-preparedness-to-teach-traumatised-students-a-systematic-literature-review/594056.png","ImageObject",300,407,{"name":92,"@type":93},"Franzy","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-22","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":24},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"Why was a systematic literature review conducted in this study?","Question",{"text":112,"@type":113},"To collate and synthesise available empirical research on primary teachers’ perspectives of their preparedness to teach students living with complex trauma, an area where limited evidence had been found.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"Which studies were included in the review?",{"text":117,"@type":113},"Peer-reviewed studies published between 2011 and 2022 that discussed complex trauma, teachers of primary-aged students, and perceptions of preparedness were included.",{"name":119,"@type":110,"acceptedAnswer":120},"What do the review results suggest about teachers’ preparedness?",{"text":121,"@type":113},"The findings indicate a need for additional training, clearer role expectations, colleague and administrative support, and organisational self-care for school staff, including trauma-specific training for pre-service and in-service teachers.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},594056,1792171847,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":24,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145},2336478945519,"https://ap-avatar.wpscdn.com/davatar_085a072bc5b1113ac321206ff7593b45","Australian Journal of Teacher Education  \n\n| Volume 47  Issue 2 | Article 6 |\n| --- | --- |\n| 2022\u003Cbr>Australian Teachers’Perception of their Preparedness to Teach Traumatised Students: A Systematic Literature Review.\u003Cbr>Glenys M. Oberg\u003Cbr>University of Queensland\u003Cbr>India Bryce\u003Cbr>University of Southern Queensland\u003Cbr>Follow this and additional works at: [https://ro.ecu.edu.au/ajte](https://ro.ecu.edu.au/ajte)\u003Cbr> Part of the Educational Assessment, Evaluation, and Research Commons, and the Other Teacher Education and Professional Development Commons |  |\n\nRecommended Citation  \nOberg, G. M., & Bryce, I. (2022) . Australian Teachers’ Perception of their Preparedness to Teach Traumatised Students: A Systematic Literature Review.. Australian Journal of Teacher Education, 47(2) .  \n[http://dx.doi.org/10.14221/ajte.2022v47n2.6](http://dx.doi.org/10.14221/ajte.2022v47n2.6)  \n[This Journal Article is posted at Research Online.](This Journal Article is posted at Research Online.)[ ](This Journal Article is posted at Research Online.)[https://ro.ecu.edu.au/ajte/vol47/iss2/6](https://ro.ecu.edu.au/ajte/vol47/iss2/6)  \nAustralian Teachers’ Perception of their Preparedness to Teach Traumatised Students: A Systematic Literature Review.  \nGlenys Oberg  \nUniversity of Queensland  \nIndia Bryce  \nUniversity of Southern Queensland  \nAbstract: There are many studies documenting the negative impacts of trauma in childhood. However, despite schools and teachers being a known protective factor which have the potential to modify the negative impacts of complex trauma, limited research examining the perspectives ofprimary teachers working with traumatised children and their perceptions ofpreparedness to teach students living with complex trauma has been conducted. Thus a systematic literature review was conducted to collate and synthesise available empirical research on this topic. The review followed PRISMA guidelines and searches were conducted across academic databases for peer  \nreviewed studies published between 2011 and 2022. Only articles which discussed complex trauma, teachers ofprimary-aged students, and perceptions ofpreparedness were included. Four articles were ultimately selected as meeting the criteria for review. The lack of available studies in this area is considered a notable finding in and of itself and highlights a need for further research into teacher experiences and perceptions as well as policies and protocols. The results of this review suggest a need for additional training, clarity regarding role ofa teacher, support from colleagues and administration, and organisational self-care for school staff. The lack of trauma-specific training reported by teachers highlighted a need for trauma training for pre-service teachers as well as ongoing  \ntraining for teachers already in the profession in order to assist  \ntraumatised students as well as the teachers who work with them.  \nKeywords: teacher perceptions of preparedness; teacher preparation; teacher education; trauma; teachers; schools; trauma-informed teaching; trauma-informed practice.  \nIntroduction  \nThere is a broad range of research which has contributed to how we understand, define, and conceptualise complex trauma (Bryce, 2017; Felitti et al., 1998; Howard, 2019) . However, during comprehensive database and manual searches, a distinct lack of research was located exploring the knowledge, awareness, and confidence of beginning teachers in dealing with trauma and translating trauma-informed theory into practice.  \nIn Australia, new teacher graduates are encouraged to begin their career in rural and remote schools. Many studies have shown that schools in rural and remote areas of Australia  \nare predominantly staffed by younger and more inexperienced teachers than their urban counterparts (Downes & Roberts, 2018; Handal et al., 2018) . Research has also demonstrated that some of these more isolated areas in Australia have some of the highest rates of childhood complex t","cbCaiiGPKrA7PF3X","https://ap.wps.com/l/cbCaiiGPKrA7PF3X","pdf",367520,27,"English","# Introduction\n## Complex Trauma in Australian Children\n## Teachers’ Perception of Preparedness (Systematic Review Approach)","[{\"question\":\"Why was a systematic literature review conducted in this study?\",\"answer\":\"To collate and synthesise available empirical research on primary teachers’ perspectives of their preparedness to teach students living with complex trauma, an area where limited evidence had been found.\"},{\"question\":\"Which studies were included in the review?\",\"answer\":\"Peer-reviewed studies published between 2011 and 2022 that discussed complex trauma, teachers of primary-aged students, and perceptions of preparedness were included.\"},{\"question\":\"What do the review results suggest about teachers’ preparedness?\",\"answer\":\"The findings indicate a need for additional training, clearer role expectations, colleague and administrative support, and organisational self-care for school staff, including trauma-specific training for pre-service and in-service teachers.\"}]","Australian Teachers’ Perception of their Preparedness to Teach Traumatised Students - A Systematic Literature Review | PDF",1792078451,68]