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Background/objectives <p>Childhood trauma can deeply impact learners’ emotional stability and academic performance, making effective management by teachers crucial. Given the growing recognition of the need for trauma-informed practices in education, the research aimed to explore how primary school teachers respond to childhood trauma.</p> Method <p>This study employed an exploratory descriptive research approach in the Vhembe district, focusing on the Mvudi and Dzindi circuits in Limpopo province. In-depth semi-structured interviews were conducted with 26 primary school teachers, selected purposively. Data analysis was performed using Atlas.ti software.</p> Results <p>Two themes emerged: immediate support strategies and long-term support strategies. Immediate responses included direct conversations with learners, referrals to senior staff, and home visits, while long-term strategies involved referral for professional support, creating nurturing classroom environments, and ongoing monitoring of affected learners. Findings also revealed that teachers often rely on informal approaches despite limited training regarding childhood trauma-informed care.</p> Conclusion <p>Primary school teachers can help to create supportive school settings that encourage learners’ well-being and academic success by advocating for professional aid and improving their training in trauma-informed practices. However, gaps in formal preparation and support systems remain. Strengthening trauma-informed teacher training, school referral pathways, and access to multidisciplinary support may improve responses to traumatised learners.</p>

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A qualitative study on primary school teachers’ responses to childhood trauma in rural Limpopo schools

  • 期刊论文

  • 出版模式：

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  • 发表日期：

    2026年7月13日

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  • Muimeleli Munyadziwa,
  • Lufuno Makhado

摘要

Background/objectives

Childhood trauma can deeply impact learners’ emotional stability and academic performance, making effective management by teachers crucial. Given the growing recognition of the need for trauma-informed practices in education, the research aimed to explore how primary school teachers respond to childhood trauma.

Method

This study employed an exploratory descriptive research approach in the Vhembe district, focusing on the Mvudi and Dzindi circuits in Limpopo province. In-depth semi-structured interviews were conducted with 26 primary school teachers, selected purposively. Data analysis was performed using Atlas.ti software.

Results

Two themes emerged: immediate support strategies and long-term support strategies. Immediate responses included direct conversations with learners, referrals to senior staff, and home visits, while long-term strategies involved referral for professional support, creating nurturing classroom environments, and ongoing monitoring of affected learners. Findings also revealed that teachers often rely on informal approaches despite limited training regarding childhood trauma-informed care.

Conclusion

Primary school teachers can help to create supportive school settings that encourage learners’ well-being and academic success by advocating for professional aid and improving their training in trauma-informed practices. However, gaps in formal preparation and support systems remain. Strengthening trauma-informed teacher training, school referral pathways, and access to multidisciplinary support may improve responses to traumatised learners.