When Trauma Walks into the Classroom: Dutch Educators’ Experiences on Recognizing and Responding to Trauma-Related Behaviors in Students with Migration and Refugee Background

Abstract

The current study explores how Dutch educators recognize and respond to trauma-related behaviors in children with refugee and migrant backgrounds. Using qualitative semi-structured interviews with eight teachers with an experience in multicultural classrooms, this research investigates the strategies employed by the educators, the barriers of this process, such as language and cultural obstacles, lack of institutional support and intergenerational trauma. Participants expressed a clear need for trauma-informed training, multilingual support, smaller classrooms, and multi-agency collaboration. The findings emphasize the urgency of equipping educators with proper knowledge and tools in order to create safe environments and better support the individuals who are in the frontline for dealing with trauma.