What does this research mean for the field?

Implementing trauma-informed classroom strategies requires teachers to constantly monitor student affect and scaffold co-regulation, demanding significant cognitive and emotional energy that negatively impacts teacher wellbeing. Novelty: ClaimNovelty.NOVEL_FINDING. Consensus alignment: ConsensusAlignment.NEUTRAL.

What question did this study set out to answer?

To examine how primary school teachers with high trauma literacy operationalize and implement trauma-informed pedagogical practices within their classrooms.

September 3, 2026Teachers and TeachingOpen Access

‘Hunting for striped paint’: how teachers describe the operationalisation of trauma-informed classroom strategies to support students

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Authors

KEKate B. EastmanMacquarie University

Discussion

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Implication

Qualitative study uncovers intensive co-regulation demands among primary teachers using trauma-informed strategies, highlighting substantial emotional and cognitive tolls on educator wellbeing.

Key Points

To examine how primary school teachers with high trauma literacy operationalize and implement trauma-informed pedagogical practices within their classrooms.
Conducted qualitative interviews with seven Australian primary school teachers (N=7) selected from a larger study for high reported trauma-informed practices, trauma literacy, and professional learning.
Teachers maintained continuous surveillance for behavioral triggers and shifts in student affect to prevent emotional dysregulation and disengagement.
Pedagogical support relied heavily on relational co-regulation and classroom management, defining short-term success as student re-engagement and long-term success as independent student self-regulation.
Operationalizing trauma-informed strategies demanded intensive instructional planning, cognitive focus, and emotional energy, resulting in substantial drains on teacher wellbeing.

Cite This Study

Kate B. Eastman (2026) studied this question.

synapsesocial.com/papers/6a993600636c6408cfa7eb6a https://doi.org/10.1080/13540602.2026.2725141

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Implication

Qualitative study uncovers intensive co-regulation demands among primary teachers using trauma-informed strategies, highlighting substantial emotional and cognitive tolls on educator wellbeing.

‘Hunting for striped paint’: how teachers describe the operationalisation of trauma-informed classroom strategies to support students

Discussion

Member takes

Implication

Key Points

Cite This Study

‘Hunting for striped paint’: how teachers describe the operationalisation of trauma-informed classroom strategies to support students

Discussion

Member takes

Implication

Key Points

Cite This Study

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