Developing a Trauma-Informed Approach to Closing the Poverty-Related Attainment Gap

Autor/inn/en	Taylor, Lesley; Barrett, Whitney
Titel	Developing a Trauma-Informed Approach to Closing the Poverty-Related Attainment Gap
Quelle	In: Educational & Child Psychology, 35 (2018) 3, S.64-75 (12 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0267-1611
Schlagwörter	Trauma; Poverty; Educational Attainment; Foreign Countries; Learning Readiness; Program Descriptions; Intervention; Elementary School Students; Grade 1; Program Effectiveness; Executive Function; Measures (Individuals); Developmental Stages; School Readiness; Outcomes of Education; School Districts; Educational Psychology; Counseling Services; Educational Policy; Achievement Gap; United Kingdom (Scotland) + Suchen Sie Ihr Suchwort? Armut; Bildungsabschluss; Bildungsgut; Ausland; Lernbereitschaft; School year 01; 1. Schuljahr; Schuljahr 01; Messdaten; Readiness for school; School ability; Schulreife; Lernleistung; Schulerfolg; School district; Schulbezirk; Erziehungspsychologie; Pädagogische Psychologie; Politics of education; Bildungspolitik
Abstract	Aim: The development of a trauma-informed approach to closing the poverty-related attainment gap called Readiness for Learning (R4L). This is a project funded by the Scottish Attainment Challenge (SAC). This paper reports on a strand of the intervention that took place in two Primary One classrooms over the academic session 2017/18. Method: This part of the project involved making changes to the learning environment and presentation of the curriculum, taking into greater account the developmental stage of children entering formal schooling. A selection of both qualitative and quantitative measures were completed throughout the year. Findings: These indicated that pupils made significant gains in their executive function abilities, as measured using the Neurosequential Model Mini Map. Limitations: The limitations of this study included the lack of a matched control and the potential confounding effect of co-occurring interventions. Longer term evaluation and follow-up with the cohort is planned to gather evidence of ongoing impact and attempt to address some of the limitations identified. Discussion: Results will be discussed both in relation to pupil outcomes, as well as the wider involvement that the Educational Psychology Service (EPS) can have in relation to local authority policy and practice. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01