• How effective are trauma and resilience theory informed inputs for staff? Can teacher training about brain development, the stress response, co-regulation strategies and how to teach self-regulation improve student's behaviour in class and help children achieve and thrive?
Background
Every child and young person, regardless of their background, must be able to achieve and thrive, particularly at school, to develop the knowledge and skills they need for life. Thriving centres on both feeling good (having a high subjective wellbeing and a positive sense of belonging), and doing well (having a positive sense of accomplishment, autonomy, and physical and mental health). Other areas of research interest regarding this pillar of the Opportunity Mission span; attainment; SEND; attendance; health and wellbeing both in and out of school; and enrichment activities and childcare for school- aged children. (For brevity, please read all references to children as encompassing both children and young people where appropriate.)
Full details can be found at: https://www.gov.uk/government/publications/department-for-education-areas-of-research-interest
Next steps
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Why might this be relevant?
The project focuses on promoting teacher resilience through a socio-ecological approach, which aligns with the question's emphasis on trauma and resilience theory for staff.
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Why might this be relevant?
The project offers an online educational intervention to teach self-regulation, stress management, and emotional well-being, which directly addresses the question about improving student behavior and helping children achieve and thrive.
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The University of York and PSHE Association KTP 21_22 R5
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Why might this be relevant?
The project aims to enhance support for children's mental health and emotional wellbeing based on research in developmental psychology and neuroscience, which partially aligns with the question about trauma and resilience theory informed inputs for staff.