Preparing Preservice Teachers for the Complexities of Working with Vulnerable and Marginalised Young Mothers

Taking into consideration the educational principles of equity, diversity and social justice, this chapter seeks to address the importance of preparing preservice teachers for complex work with vulnerable and marginalised young people, focusing on young mothers. Barriers to school completion and the varying contexts experienced by students requires preservice teachers (PSTs) and teacher educators to critically examine dominant and disempowering discourses that can construct students in particular ways. Through restorative justice principles that focus on relationship building and align with trauma informed practices, socially just and equitable learning environments create classrooms that are sensitive to the needs of all students, enhancing their wellbeing and learning experiences. With diverse student populations present in school contexts globally, it is essential that teacher education programs incorporate a range of pedagogical practices, analyse applicable case studies, and enact an ethics of care to deepen preservice teacher skills. Engagement in contextualised experiences in diverse secondary school settings with mentor teachers who are also skilled in trauma sensitive approaches will further enhance preservice teacher understandings.