18. Research in Sports Pedagogy
Paper
Working with Pre-service Teachers to Co-create Strategies for Enacting Trauma-aware Pedagogies in Physical Education
Tom Quarmby1, Rachel Sandford2, Oliver Hooper2, Shirley Gray3
1Leeds Beckett University, United Kingdom; 2Loughborough University, United Kingdom; 3The University of Edinburgh, United Kingdom
Presenting Author: Quarmby, Tom
Internationally, there is growing recognition of the impact of trauma on children and young people’s education and broader life outcomes (Howard 2021). In fact, trauma is now recognised as a significant issue, impacting individual health and wellbeing on a global scale (UNESCO 2019). Moreover, no social or cultural group is immune from the impact of trauma; it impacts all communities regardless of demographics (Felitti et al. 1998). Most childhood trauma stems from complex trauma which involves repeated or ongoing interpersonal threats (Courtois and Ford, 2009), with children and young people who experience such trauma being at greater risk of observable changes in brain architecture and delays in social, emotional, physical, and cognitive development (Howard 2021). As a result of trauma, children and young people are more likely to have a lower threshold for high intensity emotion, which can cause them to become hypo-aroused (dissociated, withdrawn, or shut down) or hyper-aroused (distraught, panicked, or enraged) – referred to as a narrow window of tolerance (Siegel 1999). Importantly, both states of hypo- and hyper-arousal interfere with children’s ability to regulate emotions and reduce their capacity to concentrate, process information and store knowledge (Brunzell et al. 2016).
In physical education (PE) – a space where the effects of trauma may be exacerbated due to the public nature of participation and the centrality of the body (Quarmby et al., 2022) – trauma may manifest in a range of different actions/behaviours (e.g., small fouls escalating into physical conflict, students refusing to participate with peers, and individuals struggling to adhere to collective rules or principles). Importantly, students’ responses to trauma can vary and, while some outward reactions may cause problems, it is important to remember that they start out as functional attempts to manage and survive in harsh or terrifying environments (O’Toole 2022). Despite this, their (re)actions often prompt others to view them as being ‘off task’ or defiant (Ellison et al. 2020). Hence, without knowledge of the effects of trauma, teachers (at a micro level) often defer to punitive responses, which can lead to and/or include suspensions and exclusions (at a macro/school level). This can exacerbate rather than mediate the needs of trauma-affected youth. As such, there are growing international calls for teachers to become trauma-aware and recognise that patterns of distress and troubling behaviour will likely emerge as a student’s way of surviving threats and adversities (O’Toole 2022).
Schools are crucially positioned to support the needs of children and young people who have experienced trauma (UNESCO 2019) and the subject of PE – through the type of relational encounters that it affords – even more so. Indeed, previous research has explored the ways in which PE teachers attempt to support, for example, pupils’ social and emotional needs, build positive relationships, and develop pro-social behaviours (e.g., Hellison, 2011; Hemphill et al., 2021; Wright et al., 2007). Building on this work, scholars have recently focused their attention on the need for trauma-informed approaches in PE (e.g., Ellison et al. 2020). Given this recent focus, it is critical that prospective physical educators, too, both understand the impact of trauma on children and young people’s growth and development and are prepared to enact trauma-aware practices to support them (Brown et al., 2022). The purpose of this presentation is to report on a novel paper that sought to work with pre-service PE teachers to reflect on the principles underpinning trauma-aware pedagogies (see Quarmby et al., 2022) and, from this, to co-create tangible strategies that could be employed by future and current PE teachers to better support all students, but especially those who have experienced trauma.
Methodology, Methods, Research Instruments or Sources UsedTo do this, we worked with three distinct groups of pre-service PE teachers (n=22) from a range of different institutions, delivering a total of 12 hours of online workshops (2 x 2-hour sessions per group). At the time of the workshops, the Covid-19 pandemic had led to significant lockdown measures within the UK (as elsewhere), which necessitated that all sessions were delivered online as opposed to in-person. The workshops – delivered between May and August 2021 – were designed to support pre-service PE teachers in becoming trauma-aware and were grounded in the principles of trauma-aware pedagogies, namely: (1) ensuring safety and wellbeing, (2) establishing routines and structures, (3) developing and sustaining positive relationships that foster a sense of belonging, (4) facilitating and responding to youth voice and, (5) promoting strengths and self-belief (Quarmby et al., 2022).
In workshop one, pre-service PE teachers explored their understanding of trauma, its impacts on young people and how it might manifest in PE. We employed a range of individual activities and group tasks, that enabled them to identify and reflect on what they already knew about trauma and how it shapes pupils’ engagement with school, as well as within PE. In workshop two (undertaken at least one week after the first workshop) pre-service teachers were supported to critically reflect on their learning from the first workshop, their own practice, and the five principles of trauma-aware pedagogies (Quarmby et al., 2022). They were then invited to discuss, in conversation with us (as workshop leaders) and with each other, their reflections on how these principles could be enacted in practice during various ‘PE moments’ (e.g., transitions into PE, getting changed, setting up kit, responding to incidents, interacting with students).
The conversation/dialogue generated by activities in each of the workshops was recorded using the Microsoft Teams record function, and subsequently converted into an audio file for transcription. In addition, text from the Microsoft Teams ‘chat’ function was transferred to a Microsoft Word file, along with screenshots of Padlets which were used as part of interactive tasks to record the thoughts and ideas of participants (via both text and visual images). All audio file transcripts, and copies of the ‘chats’ were made anonymous to protect the identity of the participants. The resulting data were then analysed using an inductive and deductive thematic analysis (Braun and Clarke, 2006).
Conclusions, Expected Outcomes or FindingsThe workshops led to the co-creation of a host of tangible strategies – things that could be done to enact trauma-aware pedagogies in PE – that could be used by both future and current PE practitioners. While the strategies will be discussed in relation to specific principles of trauma-aware pedagogy, we are not suggesting that these are in any way rigid categorisations. Rather, strategies are associated with specific principles to reflect how these were framed by pre-service teachers during the workshops. Each of the individual strategies will be presented in relation to the relevant principle. For instance, strategies associated with the principle of ‘establishing routines and structures’ include: (1) being predictable, (2) ensuring consistent transitions within and between PE lessons, and (3) forewarning of changes.
Through collectively considering the principles and providing pre-service teachers with the space to reflect and discuss, we have been able to co-create these strategies with them, offering an original contribution to work around PE pedagogies. Indeed, the novel approach we adopted here enables practitioners’ (emerging) expertise to be recognised and shared. Moreover, we argue that these strategies are reflective of ‘good pedagogy’ more broadly – and would benefit all students – but especially those who have been impacted by trauma. However, in enacting any strategies, there remains a need for practitioners to keep in mind the specific context of their school, the students, and broader cultures, as there is no one-size-fits-all approach. Hence, we are not suggesting that teachers should aim to enact all of the strategies presented, rather that they could draw on certain strategies to support students in PE, depending on the context they find themselves in.
ReferencesBraun, V. and V. Clarke. 2006. “Using thematic analysis in psychology.” Qualitative Research in Psychology 3 (2): 77–101. doi:10.1191/1478088706qp063oa.
Brown, M., J. Howard, and K. Walsh. 2022. “Building trauma informed teachers: A constructivist grounded theory study of remote primary school teachers' experiences with children living with the effects of complex childhood trauma.” Frontier in Education, 7: 1-15 https://doi.org/10.3389/feduc.2022.870537
Brunzell, T., H. Stokes, and L. Waters. 2016. “Trauma-informed flexible learning: Classrooms that strengthen regulatory abilities.” International Journal of Child, Youth and Family Studies, 7 (2): 218-239. https://doi.org/10.18357/ijcyfs72201615719
Courtois, C., and J. Ford. 2009. Treating complex traumatic stress disorders: An evidence-based guide. New York: The Guilford Press
Ellison, D., T. Wynard, J. Walton-Fisette, and S. Benes. 2020. “Preparing the next generation of health and physical educators through trauma-informed programs.” Journal of Physical Education, Recreation & Dance, 91 (9): 30-40, doi:10.1080/07303084.2020.1811623
Felitti, V., R. Anda, D. Nordenberg, D. Williamson, A. Spitz, V. Edwards, M. Koss, and J. Marks. 1998. “Relationship of childhood abuse and household dysfunction to many of the leading causes of death in adults: The adverse childhood experiences (ACE) study.” American Journal of Preventative Medicine, 14 (4): 245–258
Hellison, D. 2011. Teaching responsibility through physical activity. Human Kinetics: Champaign, Illinois
Hemphill, M., R. Martinnen, and K. Richards. 2021. “One Physical Educator’s Struggle to Implement Restorative Practices in an Urban Intensive Environment.” Journal of Teaching in Physical Education, 41 (1): 140-148.
Howard, J. 2021. National Guidelines for Trauma-Aware Education. Queensland University of Technology and Australian Childhood Foundation
O'Toole, C. 2022. “When trauma comes to school: Toward a socially just trauma-informed praxis.” International Journal of School Social Work. 6 (2). https://doi.org/10.4148/2161-4148.1076
Quarmby, T., R. Sandford, R. Green, O. Hooper, and J. Avery. 2022. “Developing evidence-informed principles for trauma-aware pedagogies in physical education.” Physical Education and Sport Pedagogy, 27:4, 440-454, doi:10.1080/17408989.2021.1891214
Siegel, D. 1999. The developing mind: How relationships and the brain interact to shape who we are. New York: The Guildford Press
UNESCO. 2019. Education as healing: Addressing the trauma of displacement through social and emotional learning (Global Education Monitoring Report No. 38). UNESCO: Paris, France, Available at: https://data.unicef.org/topic/covid-19-and-children
Wright, P., W. Li, and S. Ding. 2007. “Relations of Perceived Motivational Climate and Feelings of Belonging in Physical Education in Urban Schools”. Perceptual and Motor Skills, 105 (2): 386–390.
18. Research in Sports Pedagogy
Paper
Becoming Trauma-Aware: Reflecting on Pre-service Physical Education Teachers' Trauma-Related Learning in Schools
Shirley Gray1, Rachel Sandford2, Thomas Quarmby3, Oliver Hooper2
1University of Edinburgh, United Kingdom; 2University of Loughborough, United Kingdom; 3Leeds Beckett University, United Kingdom
Presenting Author: Gray, Shirley;
Sandford, Rachel
Increasingly, more and more children and young people are encountering ‘adverse childhood experiences’ (Felitti et al., 1998) and are consequently struggling to cope with the impact of trauma, which can have lasting effects on their learning, as well as their health and wellbeing (Howard, 2021; SAMHSA, 2014). Thus, the impact of trauma on young people is becoming more significant for teachers, who are increasingly being encouraged to become trauma-aware practitioners (Thomas et al., 2019). Importantly, this also holds relevance for those teachers entering the profession, i.e., pre-service teachers (Brown et al., 2022). However, in becoming trauma-aware, there are likely to be different practices across specific subjects, and some subjects may need to be more acutely aware of trauma and its impacts than others. For example, in physical education (PE), which is the focus of this presentation, the centrality of the (performing) body and the need (at times) for physical contact, distinguish it from most other classroom subjects, and can make it feel ‘risky’ or unsafe for those young people who have experienced trauma (Quarmby et al., 2022).
Becoming trauma-aware will be a challenging endeavour for many in-service teachers. However, for pre-service teachers of PE (PST-PE), who are placed in schools for a relatively short period, learning to work with young people in PE who have experienced trauma will likely be especially challenging and stressful. There is a growing body of research supporting the need for PST-PE to be trauma-aware (Ellison & Walston-Fisette, 2022; Quarmby et al., 2022), but we currently know little about how these individuals learn about trauma-affected young people or come to develop/enact trauma-aware approaches in the context of their school placement as well as the potential impacts of enacting trauma-aware pedagogies for PST-PE themselves.
Several authors have drawn from the work of Dewey (1958) to explore and understand PE teachers’ school-based learning (Armour et al., 2012; Armour et al., 2017; Coleman et al., 2021). From this perspective, learning is understood as growth, a continuous reconstruction of experience as teachers interact with their environment (Dewey, 1958). Central to this understanding of teacher learning is the role of reflection, a form of thinking and doing directed towards improving practice (Hall & Gray, 2016). While much of this research has focused on the learning of in-service PE teachers, we argue that this perspective is also relevant to the placement-based, trauma-aware learning of PST-PE.
Given the importance of placement experiences for PST-PE learning, we argue that further research is warranted to better understand how PST-PE learn about trauma during their placements, and how they plan for, and respond to, young people who have experienced trauma. Consequently, the purpose of this presentation is to report on a study we conducted to explore the placement-based learning experiences of PST-PE, focusing on those moments when they encountered young people who were perceived to have experienced trauma. In understanding learning as growth – ongoing, in-context and social – we aimed to uncover how, where and with whom this learning takes place, to identify opportunities for initial teacher education (ITE), schools and mentors to better shape and support PST-PE learning around trauma in the future.
Methodology, Methods, Research Instruments or Sources UsedThree distinct groups of PST-PE (n=22) from a range of different institutions engaged in online professional learning designed to support PST-PE in becoming trauma-aware. The majority of participants were either on a 4-year undergraduate ITE programme that led to qualified teacher status, or were on a 1-year Postgraduate Certificate in Education (PGCE) programme from universities in the UK. In addition, we had one PST-PE from a university in Australia. A common feature of all programmes was that they included a combination of university-based and school-based (placement) learning experiences.
The online learning consisted of two workshops (each lasting two hours). In workshop one, the PST-PE were provided with space to reflect on what they already knew about trauma and how it might shape pupils’ engagement with school and with PE. To support these reflections and discussions, we purposely invited the PST-PE to engage in the workshops during their school placement, and encouraged them to share and reflect on their placement learning. In workshop two participants were invited to critically reflect on their learning from the first workshop, their own practice, and the five principles of trauma-aware pedagogies (see Quarmby et al., 2022). They then considered how these principles could be enacted in practice during various ‘PE moments’ (e.g., transitions into PE, getting changed, responding to incidents).
Reflections and discussions generated in each of the workshops were recorded using Microsoft Teams, and subsequently converted into an audio file for transcription. Text from the Microsoft Teams ‘chat’ function was transferred to a Microsoft Word file. All audio file transcripts, and copies of the ‘chats’ were made anonymous to protect the identity of the participants.
Data analysis involved highlighting all those instances where the PST-PE discussed their experiences of working with young people who may have experienced trauma while on school placement. Then, guided by our understanding of learning as experiential, situated and social, this text was examined to extract the following detail:
• A description of the incident/experience
• A description of how the PST learning occurred (e.g., by observing, experiencing, reflecting)
• Others involved in this learning experience
• Where this learning experience took place
• Any policies, processes, materials or objects involved in the participants’ learning.
Once all the relevant detail had been captured, authors engaged in a form of inductive coding, looking for patterns across the coded data to generate emergent themes (Sparkes & Smith, 2014).
Conclusions, Expected Outcomes or FindingsOur analysis uncovered that PST-PE learning emerged from the participants’ experiences of, and reflections upon, working with and observing young people who were perceived to have experienced trauma which, at times, they found challenging and distressing. School-based learning is clearly important in becoming trauma-aware, but given these findings, we argue that this learning should not be left to chance. Indeed, the results of this research point towards some of the ways in which PST-PE might be better supported in becoming trauma aware during their school placements. For example, our analysis uncovered that understanding the context of the school is critical to becoming trauma-aware, both in terms of the geography of the school (the physical and social location) and the structure of the school (leadership and policies). Related to this, the PST-PE revealed that their learning was not limited to their classroom but took place across multiple sites throughout the school (corridors, staffrooms and changing rooms). We argue that this information is useful for schools (PE teachers, mentors and senior leaders) to support PST-PE placement experiences, encouraging them to explore and engage in dialogue around the broader context of the school, including relevant policy. Importantly, participants noted that learning from others in this way was key to becoming trauma aware. Indeed, many of the PST-PE discussed how they learned from other teachers through, for example, observing how they responded to challenging situations, or by receiving feedback and having informal professional learning conversations. Here, we see the potential of the trauma-aware principles developed by Quarmby et al. (2022). The principles could be used to engage in reflective dialogue, supporting all parties to better understand trauma, how it manifests through the behaviours of young people and to co-develop pedagogical strategies to support their learning and development in PE.
ReferencesArmour, K., Makopoulou, K., & Chambers, F. (2012). Progression in physical education teachers’ career-long professional learning: Conceptual and practical concerns. European Physical Education Review, 18(1), 62–77. https://doi.org/10.1177/1356336X11430651
Armour, K., Quennerstedt, M., Chambers, F., & Makopoulou, K. (2017). What is ‘effective’ CPD for contemporary physical education teachers? A Deweyan framework. Sport, Education and Society, 22(7), 799-811. https://doi.org/10.1080/13573322.2015.1083000
Brown, E.C, Freedle, A., Hurless, N.L., Miller, R.D., Martin, C., & Paul, Z.A. (2022). Preparing Teacher Candidates for Trauma-Informed Practices. Urban Education, 57(4), 662-685. https://doi.org/10.1177/0042085920974084
Coleman, V., Gray, S., & MacIsaac, S. (2021). Being an early-career teacher-researcher in physical education: A narrative inquiry. Curriculum Studies in Health and Physical Education. https://doi.org/10.1080/25742981.2021.1990779
Dewey, J. (1958). Experience and Education. The Macmillan Company.
Ellison, D.W., Walton-Fisette, J.L., & Eckert, K. (2019). Utilizing the Teaching Personal and Responsibility (TPSR) Model as a Trauma-informed Practice (TIP) Tool in Physical Education. Journal of Physical Education, Recreation & Dance, 90(9), 32-37.https://doi.org/10.1080/07303084.2019.1657531
Felitti, V., Anda, R., Nordenberg, D., Williamson, D., Spitz, A., Edwards, V., Koss, M., & Marks, J. (1998). Relationship of childhood abuse and household dysfunction to many of the leading causes of death in adults: The Adverse Childhood Experiences (ACE) study. American Journal of Preventative Medicine, 14(4), 245–258. https://doi.org/10.1016/s0749-3797(98)00017-8. PMID: 9635069.
Hall, E.T., & Gray, S. (2016). Reflecting on reflective practice: a coach’s action research narratives. Qualitative Research in Sport, Exercise and Health, 8(4), 365-379. https://doi.org/10.1080/2159676X.2016.1160950
Howard, J. (2021). National Guidelines for Trauma-Aware Education. Queensland University of Technology and Australian Childhood Foundation.
Quarmby, T., Sandford, R., Green, R., Hooper, O. & Avery, J. (2022). Developing evidence-informed principles for trauma-aware pedagogies in physical education. Physical Education and Sport Pedagogy, 27(4), 440-454. https://doi.org/10.1080/17408989.2021.1891214
Substance Abuse and Mental Health Services Administration (2014). SAMHSA’s Concept of Trauma and Guidance for a Trauma-Informed Approach. Rockville, MD: Substance Abuse and Mental Health Services Administration.
Thomas, M. S., Crosby, S., & Vanderhaar, J. (2019). Trauma-Informed Practices in Schools Across Two Decades: An Interdisciplinary Review of Research. Review of Research in Education, 43(1), 422–452. https://doi.org/10.3102/0091732X18821123.
18. Research in Sports Pedagogy
Paper
Good Practice Principles for Responding to School Attendance Problems: A trauma-informed approach
Catriona O'Toole, Caroline Martin
Maynooth University, Ireland
Presenting Author: O'Toole, Catriona
An increasing number of young people are experiencing school attendance problems (SAPs) (Määttä et al., 2020). SAPs is an overarching term used to refer to difficulties labelled as school refusal, and more recently termed school avoidance or emotional-based school avoidance; as well as other types of school absenteeism, such as truancy, school withdrawal or school exclusion (Heyne, Gren-Landell, Melvin & Gentle-Genitty, 2019).
Attendance problems are complex – they may take many forms, such as struggling to arrive on time, frequently leaving early, or not attending at all (Haddad, 2021). They are underpinned by multiple risk factors at student, caregiver, family, peer, school, community, and macro levels (Gubbels et al., 2019; Thambirajah et al., 2008). By way of illustration, school risk factors include difficult transitions (e.g., from primary to post-primary), inadequate provision for students with additional needs, high academic demands, bullying. Family risk factors include issues like family breakdown, high levels of family stress; and individual level risk factors include experiencing trauma, being neurodiverse, having sensory difficulties, and additional educational needs. These risk factors are complex and often overlapping, resulting in a unique configuration for each young person; they are maintained and exacerbated by broader systemic issues in culture and society (Kearney, 2022).
Whilst It has been common (and often helpful) for researchers to differentiate emotionally-based school avoidance from truancy and other forms of SAP; this distinction belies the fact that that there are likely to be emotional issues associated with all forms of school attendance problems (O’Toole & Devenney, 2020). Indeed, a common theme across all the literature is that emotional distress accompanies SAPs, regardless of the particular pattern of precipitating factors (Devenney & O’Toole, 2022; Knollmann, Reissner, & Hebebrand, 2019).
This suggests that in addressing attendance difficulties we need to recognise and respond to young people’s emotional distress. Trauma-informed practice can be helpful in this regard, since it is an approach that recognises how emotional distress impacts the way people respond and make sense of their world (O’Toole 2022). Trauma-informed practice acknowledges that people’s emotional and behavioural responses makes sense in the context of their life history and circumstances. It enables professionals adopt a more compassionate, hopeful and strengths-based stance in supporting young people who are experiencing difficulties (Wolpow et al, 2009).
Academics at the forefront of research in school attendance are keen to highlight that our approaches to supporting young people, families and schools need to be recalibrated – perhaps even overhauled - especially in the context of changing educational systems and a more uncertain world (Heyne, Gentle-Genitty, Melvin, et al., forthcoming). By applying a trauma-informed lens, this paper contributes to re-thinking our current ways of working with school attendance problems. The current work emerges from a commissioned research project, the aim of which was to develop trauma-informed principles of good practice to guide professionals working with students who experience attendance problems.
Methodology, Methods, Research Instruments or Sources UsedFor this conceptual paper, we applied a trauma-informed lens to current knowledge of, and responses to SAPs. In order to ensure a comprehensive understanding of both trauma-informed practice and school attendance, integrative review methods were used to synthesize knowledge in the areas (Broome 1993; Whittemore & Knafl, 2005). Integrative reviews allow for the inclusion of a range of study types including previous systematic/scoping reviews, empirical studies and conceptual papers; they also contribute to theory development, and have direct applicability to practice and policy, thus aligning to the aims of this project. The central question guiding this project was as follows: adopting a trauma-informed lens and state-of-the-art knowledge on school attendance, what are the key principles of good practice that can support professionals responding to school attendance problems?
Conclusions, Expected Outcomes or FindingsBased on the analysis and informed by theory, we suggest 10 guiding principles for supporting professionals responding to school attendance problems. These centre around the following points: Safety and tranquility, rhythm, structure and predictability, relationships-centred, compassion-focused, co-constructed, culturally responsive, interagency collaboration, strengths-based, multi-tiered, and reflective praxis. In this paper, we will expand on these emerging principles of good practice and caution that they should act as a guide for professionals working with school attendance problems, rather than a set of rigid rules to be adhered to.
The scope of this study did not allow for consultation after principles were drafted; further work is needed to consult with and obtain feedback on these guiding principles across a variety of school community and cultural contexts. Nevertheless, as broad and overarching principles derived from state-of-the-art knowledge, we believe they may have global relevance.
ReferencesBroome, M. E. (2000). Integrative literature reviews for the development of concepts. Concept development in nursing: foundations, techniques and applications, 231, 250.
Devenney, R. & O’Toole C. (2021). “What kind of education system are we offering that is the big question”: Exploring education professionals’ views of school refusal. International Journal of Educational Psychology, 10, 1, 27-47.
Gubbels, J., van der Put, C. E., and Assink, M. (2019). Risk factors for school absenteeism and dropout: A meta-analytic review. J. Youth Adolesc. 48, 1637–1667. doi: 10.1007/s10964-019-01072-5.
Heyne, D., Gentle-Genitty, C., Melvin, G, Keppens, G, O’Toole, C, McKay-Brown, L. (forthcoming). The Field of School Attendance: Responding to Calls for Recalibration, Overhaul, and Everything in Between.
Heyne, D., Gren Landell, M., Melvin, G., & Gentle-Genitty, C. (2019). Differentiation between school attendance problems: Why and how? Cognitive and Behavioral Practice, 26, 8- 34.
Kearney, C. A. (2022). Functional Impairment Guidelines for School Attendance Problems in Youth: Recommendations for Caseness in the Modern Era. Professional Psychology: Research and Practice. Advance online publication. http://dx.doi.org/10.1037/pro000045
Knollmann, M., Reissner, V. & Hebebrand, J. Towards a comprehensive assessment of school absenteeism: development and initial validation of the inventory of school attendance problems. Eur Child Adolesc Psychiatry 28, 399–414 (2019). https://doi.org/10.1007/s00787-018-1204-2
Määttä, S., Pelkonen, J., Lehtisare, S., and Määttä, M. (2020). Kouluakäymättömyys Suomessa: Vaativan erityisen tuen VIP-verkoston tilannekartoitus (School non-attendance in Finland: a survey by the VIP-network). Ministry of Education.
O’Toole, C. & Devenney, R. (2020). School Refusal: What is the problem represented to be? A critical analysis using Carol Bacchi’s questioning approach. In D. Leahy, K. Fitzpatrick and J. Wright [Eds]. Social Theory and Health Education: Forging New Insights in Research. Routledge.
O’Toole, C. (2022). When trauma comes to school: Towards a trauma-informed praxis in education, Special Issue of International Journal of Schools Social Work, ‘Applying a Social Justice Lens to Trauma-Informed Approaches in Education’, Vol. 6: Iss. 2.
Thambirajah, M. S., Grandison, K. J., & De-Hayes, L. (2008). Understanding school refusal: A handbook for professionals in education, health, and social care. Jessica Kingsley Publishers.
Whittemore R, Knafl K. The integrative review: updated methodology. Journal of Advanced Nursing. 2005; 52(5).
Wolpow, R., Johnson, M. M., Hertel, R., & Kincaid, S. O. (2016). The heart of learning and teaching: Compassion, resiliency, and academic success. Office of Superintendent of Public Instruction.
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