Perceptions of Trauma and Trauma-Informed Pedagogy: A Multiple-Case Study of Three Chinese Music Teachers

Abstract

Trauma-Informed Pedagogy (TIP) has been found to support emotional regulation and improve behavioral performance; however, in China there is little research on TIP in music education. In this multiple case study, three Chinese public elementary school music teachers were interviewed to assess their understandings of trauma and TIP. Findings revealed that the teachers’ perceptions were derived from personal experiences, life observations, and teaching practices, rather than pre-service or in-service training. Therefore, their practical understanding of trauma and TIP was vague. The process of conducting interviews and journal reflections with the teachers enhanced their awareness of trauma. The teachers did not fully support the use of TIP because they mistook it for therapy and thought it the responsibility of mental health teachers. They identified a lack of family education as one cause of negative student behavior and felt it beyond their ability to address. Two teachers reported that their emotions were negatively impacted from working with trauma-affected students. Findings suggest that practice-based professional development on TIP could help teachers to better apply psychological theory to inform their teaching practices, improve their ability to recognize and respond to trauma-affected students, and better monitor and maintain their own mental health.