Pre-service teachers’ views of trauma-informed practices in online classrooms: a focus on refugee students and a sense of belonging

Abstract

This mixed methods study aimed to explore the pre-service teachers’ knowledge of trauma-informed practices, especially in the area of supporting refugee students and creating a sense of belonging for them in online spaces. Quantitative and qualitative data were collected from pre-service teachers in a teacher education program at an Ontario university through pre-and post-course surveys. Secondary data was used to answer two research questions (1) what knowledge pre-service teachers receive regarding trauma-informed education in the areas of general knowledge, supporting refugee students, and online learning and (2) what ideas pre-service teachers have for creating a sense of belonging in online spaces. The study findings indicate that many of the pre-service teachers lack trauma-informed knowledge in all three areas of trauma-informed practices. However, although they reported low levels of knowledge, they reported creative and innovative ideas for creating a sense of belonging in online spaces. These findings imply that teachers require training on effective strategies that promote a sense of belonging for students, especially in online classrooms, and to support students who are refugees. There is also the potential to harness the creative ideas of new and emerging teachers, many with technology skills, to develop online trauma-informed practices for students.