Developing evidence-informed principles for trauma-aware pedagogies in physical education

Background: More and more children are experiencing what have been termed adverse childhood experiences. An individual's response to these stressful events determines whether or not they considered traumatic – whereby the experience is so overwhelming that it engulfs their coping mechanisms leading lasting negative effects on wellbeing. Notably, trauma now recognised as a global health epidemic. Physical education (PE) unique context participation public, body plays central role. Our work with care-experienced young people (who likely experienced trauma) tells us depth of vulnerability felt by students who exposed unlikely be fully PE teachers. Purpose: This paper therefore seeks enhance practitioners’ understanding how manifests impact can people's engagements in PE. It driven two key questions. First, why important for physical educators an awareness trauma? Second, principles might underpin trauma-aware pedagogies PE? Discussion: We note has found consistently neurological, physiological psychological development. Understanding trauma, responses evoke, beneficial those working with/for help them comprehend underlying reasons some difficulties learning, building relationships managing behaviour. In effort mitigate prevent re-traumatisation, drawing our collective experiences youth practitioners PE, activity sport-related contexts, we suggest following five evidence-informed helpful when seeking enact practice: (1) ensuring safety wellbeing, (2) establishing routines structures, (3) developing sustaining positive foster sense belonging, (4) facilitating responding voice and, (5) promoting strengths self-belief. Conclusion: The identify all point need creating safe environments, shaped consistency, connections opportunities interaction engagement. intention, however, there only one way pedagogy, rather may enable ask when, whom, best draw particular models teaching through which applied.