[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"detail-sidebar-cat-0-en-105":3,"doc-seo-579533-105":59,"doc-detail-579533-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","embracing-trauma-informed-practice-in-aotearoa-new-zealand-schools-the-perspectives-of-those-at-the-coalface","Embracing trauma-informed practice in Aotearoa New Zealand schools - The perspectives of those at the coalface","","“Trauma-informed” has become widely used across health, education, and other sectors, with online technologies giving schools rapid access to expert approaches. This professional inquiry examines educators’ perceptions of enablers for implementing sustainable, culturally responsive trauma-informed practices in Aotearoa schools. Using narrative inquiry and semi-structured interviews with six school tumuaki, it identifies leadership, vision, inclusive culture, and innovation as key levers for strengths-based, mana-preserving, culturally responsive education.",{"@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":35,"@type":76,"position":81},"https://docshare.wps.com/document/healthcare/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/embracing-trauma-informed-practice-in-aotearoa-new-zealand-schools-the-perspectives-of-those-at-the-coalface/579533/",{"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/embracing-trauma-informed-practice-in-aotearoa-new-zealand-schools-the-perspectives-of-those-at-the-coalface/579533.png","ImageObject",300,407,{"name":92,"@type":93},"Oliver","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-17","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":81},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What is the central focus of this professional inquiry?","Question",{"text":112,"@type":113},"It explores educators’ perspectives on the enablers for implementing sustainable, culturally responsive trauma-informed approaches in Aotearoa schools.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How was the study conducted to gather educators’ perspectives?",{"text":117,"@type":113},"The inquiry uses narrative inquiry and semi-structured interviews with six school tumuaki (principals) across diverse school contexts.",{"name":119,"@type":110,"acceptedAnswer":120},"Which factors are identified as key levers for trauma-informed inclusive education?",{"text":121,"@type":113},"Leadership, vision, inclusive culture, and innovation are presented as the main levers supporting a trauma-informed inclusive education approach.","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},579533,1792077103,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":34,"category_name":35,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":81,"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},8796095461610,"https://ap-avatar.wpscdn.com/davatar_276721f389ce27ea32af1340a28f341c","Kairaranga, 2024, 25(1), 1-21. Weaving educational threads. Weaving educational practice.  \nEmbracing trauma-informed practice in Aotearoa New Zealand schools: The perspectives of those at the coalface  \nCatherine Barrie  \nABSTRACT  \n‘Trauma-informed’ is fast becoming a buzzword, a term being used widely across health, education, and other sectors. Online technologies are enabling an increasing number of schools to have instant access to ‘expert’ trauma-informed approaches, practices and research, however, the ways in which this information is being used varies greatly. This professional inquiry explores educators’ perceptions of the enablers of implementing sustainable, culturally responsive trauma-informed approaches in Aotearoa schools. It details the narrative inquiry and semi-structured interviews used to collect the perspectives of six school tumuaki (principals) in a diverse range of schools including urban, rural, low socio-economic and bilingual. Themes mirror both international and Aotearoa research of systems change in schools by identifying leadership, vision, inclusive culture, and innovation as the key levers in providing a trauma-informed inclusive education approach based on strengths-based, mana-preserving, culturally responsive practice.  \nKEYWORDS  \nTrauma-informed practice, trauma-informed approaches, relational neuroscience,  \nsystems change  \nRationale  \nWe are living in unprecedented times of pandemic, war, climate change and times of immense unpredictability. The way people deal with these situations is coming under the spotlight, particularly when developing an understanding of trauma. International and national data indicate increasing levels of students displaying disruptive behaviour in schools, increased levels of teacher burnout, and decreased levels of engagement in learning (Brunzell et al., 2021; Education Counts, 2022; Oberg et al., 2023; Thomas et al., 2019) . Education settings are beginning to explore trauma-informed practice and develop an awareness and understanding of neuroscience and the brain-body connection. To date, there has been very little research into the enablers of implementing sustainable trauma-  \nKairaranga, 2024, 25(1), 1-21. Weaving educational threads. Weaving educational practice.  \ninformed approaches in Aotearoa schools. This professional inquiry sets out to gather narratives of educators with a focus on answering the following research question.  \nResearch question  \nWhat are educators’ perspectives on the key enablers of implementing sustainable trauma-informed approaches, practices, and systems, in Aotearoa schools?  \nTerminology  \nFor this inquiry, the term ‘trauma-informed approaches’ is used to describe relational approaches incorporating trauma-informed understanding and practice, and an awareness of neuroscience and nervous systems responses.  \nReview of the evidence base  \nSetting the scene  \nTrauma can be defined as exposure to an event that involves real or perceived threat or injury to oneself or others, or death, and which causes feelings of intense fear, horror, and helplessness, that can impede one’s ability to function adaptively (APA, 2013; SAMHSA, 2014) . For many children and communities impacted by trauma, school is the most stable, consistent, and predictable environment in their lives. Due to the significant amount of time children spend in school, educators and other school personnel can play a vital role in supporting and mitigating the ongoing effects of trauma and increasing well-being by using trauma-informed relational approaches (Brunzell et al., 2018; Miller & Berger, 2022) . In recent years, there has been an increasing drive for trauma-informed education as away of narrowing the achievement gap and addressing the school-to-prison pipeline (Dorado et al., 2016; Hulvershorn & Mulholland, 2018), acknowledging and mitigating the harm and hurt caused by colonisation on indigenous cultures (Berger & Martin, 2022; Miller & Berger, 2022; Pihama","cbCainXS9z4fuGxe","https://ap.wps.com/l/cbCainXS9z4fuGxe","pdf",321282,21,"English","# ABSTRACT\n# Rationale\n# Research question\n# Terminology\n# Review of the evidence base\n## Setting the scene\n## Origins of trauma-informed practice","[{\"question\":\"What is the central focus of this professional inquiry?\",\"answer\":\"It explores educators’ perspectives on the enablers for implementing sustainable, culturally responsive trauma-informed approaches in Aotearoa schools.\"},{\"question\":\"How was the study conducted to gather educators’ perspectives?\",\"answer\":\"The inquiry uses narrative inquiry and semi-structured interviews with six school tumuaki (principals) across diverse school contexts.\"},{\"question\":\"Which factors are identified as key levers for trauma-informed inclusive education?\",\"answer\":\"Leadership, vision, inclusive culture, and innovation are presented as the main levers supporting a trauma-informed inclusive education approach.\"}]","Embracing trauma-informed practice in Aotearoa New Zealand schools - The perspectives of those at the coalface | PDF",1792035817,53]