Proceedings of the 8th World Conference on Future of Education
Year: 2024
DOI:
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Trauma Informed Practices and Teacher Attunement: Supporting Adult Student Resilience Within the Context of Vocational Education
Roger Rampersad
ABSTRACT:
This article explores the significance of teacher attunement in promoting resilience among adult learners in vocational programs in Québec, Canada. The study investigates how teacher attunement and trauma-informed strategies, similar to those in K-12 education, can enhance student wellness, engagement, and academic achievement by addressing the impact of personal challenges, including trauma, on learning. The research involves collaboration with teachers and students as co-researchers to identify and implement effective practices that strengthen supportive teacher-student relationships, essential for creating a safe and empowering learning environment. Through resilience measures, focus groups, and surveys, the study aims to inform educational practices and improve school environments. The findings offer insights into the administrative and pedagogical challenges of integrating trauma-informed approaches in adult education, emphasizing the critical role of teacher-student relationships and teacher attunement in fostering resilience in adult learners.
keywords: Teacher Attunement, Adult Education, Trauma-Informed Practices, Resilience, Student-Teacher Relationships, Vocational Education