Published Paper Details:

The idea that schools should offer assistance to pupils who have suffered from trauma and adversity has gained acceptance globally. Yet, opinions on what constitutes a trauma-informed school remain contested. This study investigates educators' attitudes, knowledge, and practices regarding trauma-informed education to equip them with the skills and information they need to serve children in school who have experienced trauma effectively. The emotional, behavioural, and cognitive difficulties that trauma survivors frequently suffer adversely affect their general well-being and academic achievement. However, existing research indicates that many educators are unsure of how best to assist children affected by traumatic stressors. The main research topics are teacher self-efficiency, opportunities for professional development, and behavioural integration to help traumatised pupils gain resilience and emotional control. The study uses a data-driven methodology to investigate how focused interventions and positive learning environments can be produced through inclusive educational approaches. This quantitative study utilised the Attitude related to trauma-informed care (ARTIC 10 SCALE) to evaluate their prior understanding and attitude toward trauma-informed practices and investigate their viewpoints, difficulties, and life experiences about the use of trauma-sensitive teaching methods in the classroom, with a focus on the school context in Kerala. The researcher collected data from 100 teachers in both urban and rural schools in and around Kothamangalam Municipality, Ernakulam District, Kerala. The quantitative analysis's findings show that the mean score was 4.31 (SD=0.49), ranging from 3.00 to 5.30. According to this distribution, most teachers scored somewhat around the average, indicating that the sample group was moderately aware of trauma-informed treatment. However, it was observed that administrative resistance and inadequate training were significant obstacles to the practical consequences. The ratings indicate that there is potential for progress in reaching higher levels of trauma-informed understanding, which emphasises the requirement for more training to improve educators' ability to effectively handle the difficulties presented by children who have experienced trauma.