Building Trauma-Sensitive Schools: The Need for External Support to Support Primary School Teachers in Managing Childhood Trauma

This study explored the critical need for external support, particularly the integration of social workers, to assist primary school teachers in managing childhood trauma in South African schools. The research was conducted in the Vhembe District of Limpopo Province, a rural region characterized by socioeconomic vulnerability and limited school-based mental health resource. An exploratory, descriptive, and contextual design was used to examine the experiences of 26 primary school teachers. A purposive sampling strategy was used to recruit 26 primary school teachers from Mvudi and Dzindi educational circuits, all of whom had a minimum of three years' experience. Data were gathered through semi-structured interviews conducted in private settings within the schools to ensure comfort and confidentiality. Interviews lasted 30–45 minutes and focused on teachers' experiences with trauma-affected learners, their strategies for intervention, and their perceptions of needed support.