Music teacher experiences of trauma sequelae in the elementary general music classroom: a case study

In this instrumental case study, a bounded system of one elementary general music classroom at a special education school for students with severe emotional/behavioural disorders was investigated to better understand music teachers’ identification of and response to hallmark trauma responses (hyperarousal, intrusion, constriction, doublethink, dissociation, and disempowerment). After qualifying the trauma history of the student participants, in-person observations, journaling, and interviews were conducted. As the data were analysed, moments of convergence and divergence surrounding issues of connection, disconnection, and attunement emerged. When responding in an attuned manner, leveraging principles of trauma-informed care, the music teacher was routinely able to meet the needs of the students. Barriers to the teacher’s response included lack of attunement, difficulty connecting behaviours with underlying trauma, and secondary traumatic stress symptoms, among others. By utilising a trauma-informed approach, music teachers might be able to meet extensive behavioural needs with compassion and avoid re-traumatization in the classroom.