View in EDS HTML Full Text PDF Full Text

The intersection of trauma with social, cultural, and historic inequities: Meeting the needs of marginalised students in Irish primary schools.

Saved in:
Bibliographic Details
Title: The intersection of trauma with social, cultural, and historic inequities: Meeting the needs of marginalised students in Irish primary schools.
Authors: Frehill, Joanne (AUTHOR), Booker, Roger (AUTHOR)
Source: Educational & Child Psychology. Mar2025, Vol. 42 Issue 1, p55-78. 24p.
Subjects: School children, School principals, Refugee children, Trauma-informed practice, Social injustice
Abstract: Aims The study aimed to explore the views of school principals regarding how they are responding to, and supporting, students from marginalised communities who have also been impacted by trauma. These students included members of the Traveller community, care experienced students, students experiencing poverty and refugee and asylum-seeking children. A secondary aim was to address the challenges and barriers that school principals' experience when attempting to adopt trauma-informed approaches to support the needs of these students. Method Participants took part in individual, semi-structured interviews via WebEx. A reflexive thematic analysis of participants' interview data was carried out. Ten primary school principals across the Republic of Ireland who have experience of working with trauma-impacted students facing environmental and systemic adversities participated in this study. Findings Findings from this study reveal many examples of progressive and innovative practice amongst school principals across Ireland aimed at recognising and responding to students impacted by issues relating to social injustice, adversity, and trauma. Several challenges and barriers were also identified with school principals calling for a move away from the dominant medical model and for a greater understanding amongst educators, policy makers and professionals regarding the complexity of these inequalities. Conclusions These findings have important implications for how education professionals think about the multifaceted nature of intersectionality and respond to the needs of students impacted by a range of adversities. [ABSTRACT FROM AUTHOR]
Copyright of Educational & Child Psychology is the property of British Psychological Society and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Psychology and Behavioral Sciences Collection
Full text is not displayed to guests.
FullText Links:
  – Type: pdflink
Text:
  Availability: 1
Header DbId: pbh
DbLabel: Psychology and Behavioral Sciences Collection
An: 184042171
AccessLevel: 6
PubType: Academic Journal
PubTypeId: academicJournal
PreciseRelevancyScore: 0
IllustrationInfo
Items – Name: Title
  Label: Title
  Group: Ti
  Data: The intersection of trauma with social, cultural, and historic inequities: Meeting the needs of marginalised students in Irish primary schools.
– Name: Author
  Label: Authors
  Group: Au
  Data: <searchLink fieldCode="AR" term="%22Frehill%2C+Joanne%22">Frehill, Joanne</searchLink> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Booker%2C+Roger%22">Booker, Roger</searchLink> (AUTHOR)
– Name: TitleSource
  Label: Source
  Group: Src
  Data: <searchLink fieldCode="JN" term="%22Educational+%26+Child+Psychology%22">Educational & Child Psychology</searchLink>. Mar2025, Vol. 42 Issue 1, p55-78. 24p.
– Name: Subject
  Label: Subjects
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22School+children%22">School children</searchLink><br /><searchLink fieldCode="DE" term="%22School+principals%22">School principals</searchLink><br /><searchLink fieldCode="DE" term="%22Refugee+children%22">Refugee children</searchLink><br /><searchLink fieldCode="DE" term="%22Trauma-informed+practice%22">Trauma-informed practice</searchLink><br /><searchLink fieldCode="DE" term="%22Social+injustice%22">Social injustice</searchLink>
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: Aims The study aimed to explore the views of school principals regarding how they are responding to, and supporting, students from marginalised communities who have also been impacted by trauma. These students included members of the Traveller community, care experienced students, students experiencing poverty and refugee and asylum-seeking children. A secondary aim was to address the challenges and barriers that school principals' experience when attempting to adopt trauma-informed approaches to support the needs of these students. Method Participants took part in individual, semi-structured interviews via WebEx. A reflexive thematic analysis of participants' interview data was carried out. Ten primary school principals across the Republic of Ireland who have experience of working with trauma-impacted students facing environmental and systemic adversities participated in this study. Findings Findings from this study reveal many examples of progressive and innovative practice amongst school principals across Ireland aimed at recognising and responding to students impacted by issues relating to social injustice, adversity, and trauma. Several challenges and barriers were also identified with school principals calling for a move away from the dominant medical model and for a greater understanding amongst educators, policy makers and professionals regarding the complexity of these inequalities. Conclusions These findings have important implications for how education professionals think about the multifaceted nature of intersectionality and respond to the needs of students impacted by a range of adversities. [ABSTRACT FROM AUTHOR]
– Name: AbstractSuppliedCopyright
  Label:
  Group: Ab
  Data: <i>Copyright of Educational & Child Psychology is the property of British Psychological Society and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=pbh&AN=184042171
RecordInfo BibRecord:
  BibEntity:
    Identifiers:
      – Type: doi
        Value: 10.53841/bpsecp.2025.42.1.55
    Languages:
      – Code: eng
        Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 24
        StartPage: 55
    Subjects:
      – SubjectFull: School children
        Type: general
      – SubjectFull: School principals
        Type: general
      – SubjectFull: Refugee children
        Type: general
      – SubjectFull: Trauma-informed practice
        Type: general
      – SubjectFull: Social injustice
        Type: general
    Titles:
      – TitleFull: The intersection of trauma with social, cultural, and historic inequities: Meeting the needs of marginalised students in Irish primary schools.
        Type: main
  BibRelationships:
    HasContributorRelationships:
      – PersonEntity:
          Name:
            NameFull: Frehill, Joanne
      – PersonEntity:
          Name:
            NameFull: Booker, Roger
    IsPartOfRelationships:
      – BibEntity:
          Dates:
            – D: 01
              M: 03
              Text: Mar2025
              Type: published
              Y: 2025
          Identifiers:
            – Type: issn-print
              Value: 02671611
          Numbering:
            – Type: volume
              Value: 42
            – Type: issue
              Value: 1
          Titles:
            – TitleFull: Educational & Child Psychology
              Type: main
ResultId 1