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This paper explores how historical and intergenerational trauma affect wellbeing in Irish education.

Towards a deep and reparative wellbeing in schools: confronting historical trauma in Irish education

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Conceptual analysis reveals the need for deeper wellbeing initiatives in schools, suggesting systemic change.

This paper explores how historical and intergenerational trauma affect wellbeing in Irish education.
Conceptual analysis of historical literature and trauma theory.
Examination of contemporary wellbeing initiatives in the context of Irish education.
Critique of the alignment between wellbeing policies and their practical enactment.
Current wellbeing initiatives risk superficiality if they ignore historical legacies of trauma.
Advancing meaningful wellbeing requires institutional courage to acknowledge past harms.
A deeper, reparative approach is necessary to center relational safety in educational settings.

Murphy et al. (2026) studied this question.

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View Full Paper

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Authors

Conceptual analysis reveals the need for deeper wellbeing initiatives in schools, suggesting systemic change.

This paper explores how historical and intergenerational trauma affect wellbeing in Irish education.
Conceptual analysis of historical literature and trauma theory.
Examination of contemporary wellbeing initiatives in the context of Irish education.
Critique of the alignment between wellbeing policies and their practical enactment.
Current wellbeing initiatives risk superficiality if they ignore historical legacies of trauma.
Advancing meaningful wellbeing requires institutional courage to acknowledge past harms.
A deeper, reparative approach is necessary to center relational safety in educational settings.

Murphy et al. (2026) studied this question.

View Full Paper

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Bookmark