“Can we keep blogging?”: Analyzing blogging in a grade six classroom as a trauma-informed practice for students and educators
Date
2024-02-01
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Abstract
Trauma-informed practice is a high-profile term in education, with multiple definitions and implementation strategies for classroom practice. Through phenomenological and case study methods, this study examines how one teacher uses blogging as a trauma-informed practice micro-move. Through blogging, trauma-informed practices address student safety, choice, and empowerment. The teacher changed trauma-informed practices based on student feedback from students' blogs. Results showed that blogging could be a trauma-informed practice. The teacher made subtle, yet powerful, changes in practice based on student feedback through blogging. More research is suggested for implementing trauma-informed micro-moves in the classroom and their impact on student well-being.
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Trauma-informed care, Trauma-informed practice, Blogging, Feedback, Teacher practice