Trauma-aware pedagogies in physical education

Increasing numbers of children and young people are encountering adverse childhood experiences (ACEs) and, as a result, toxic stress. Importantly, an individual’s response to these stressful events determines whether they are considered traumatic – whereby the experience is so overwhelming that it engulfs their coping mechanisms, leading to lasting negative effects on health, wellbeing, learning, and development. Physical education is a unique context whereby the (physical) interactions that take place may serve to further exacerbate the anxieties of children and young people who have experienced trauma. Moreover, teachers might misinterpret challenging behaviours from students who have experienced trauma as being intentional and within their control, rather than because of pain-based or survival responses triggered by the environment. Without the benefit of a ‘trauma-aware lens’, these misinterpretations may result in disciplinary actions which will likely further alienate already marginalised children and young people. As such, understanding the impact of trauma and the responses it might evoke is particularly beneficial for those working with/for children and young people in sport education contexts (specifically physical education). To help mitigate the impact of trauma and prevent re-traumatisation, five evidence-based principles for enacting trauma-aware practice have been identified: (1) ensuring safety and wellbeing; (2) establishing routines and structures; (3) developing and sustaining positive relationships that foster a sense of belonging; (4) facilitating and responding to youth voice; and (5) promoting strengths and self-belief. The principles point to the need to create safe environments, shaped by consistency, positive connections, and opportunities for interaction and engagement, and offer a starting point for practitioners to reflect upon what they already do, who their learners are, and how these principles might relate to them.