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

Abstract

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 are considered traumaticwhereby the experience is so overwhelming that it engulfs their coping mechanisms leading to lasting negative effects on wellbeing. Notably, childhood trauma is now recognised as a global health epidemic. Physical education (PE) is a unique context whereby participation is public, and the body plays a central role. Our work with care-experienced young people (who are likely to have experienced trauma) tells us that the depth of vulnerability felt by students who have been exposed to trauma is unlikely to be fully be recognised by PE teachers. Purpose: This paper therefore seeks to enhance practitioners' understanding of how trauma manifests and the impact it can have on children and young people's engagements in PE. It is driven by two key questions. First, why is it important for physical educators to have an awareness and understanding of trauma? Second, what principles might underpin trauma-aware pedagogies for PE? Discussion: We note how childhood trauma has been found to consistently impact neurological, physiological and psychological development.