TRAUMA-INFORMED/SENSITIVE PRACTICE IN SASKATCHEWAN SCHOOLS: SCHOOL COUNSELLORS SUPPORTING STUDENTS
Date
2025-06-02
Authors
Journal Title
Journal ISSN
Volume Title
Publisher
ORCID
0009-0004-0462-1979
Type
Thesis
Degree Level
Masters
Abstract
Trauma-sensitive school practices aim to create safe and caring environments that allow children to learn to their full potential. A significant number of Saskatchewan children attending school, approximately one-third, report having experienced trauma in their lives (Statistics Canada, 2022). School counsellors are often responsible for providing holistic trauma-related interventions and prevention programs to school-aged children. However, due to the need for more research, this inquiry investigates whether and how counsellors utilize trauma-informed/sensitive practices in Saskatchewan schools. The study invited school counsellors from various schools in the province to participate in a short survey on trauma-informed practices in their schools. The data from this survey was analyzed using statistical and thematic analysis methods, providing a snapshot of current practices and obstacles that school counsellors face in Saskatchewan.
Description
Keywords
Trauma-informed, Trauma-sensitive, Schools, School Counselling
Citation
Degree
Master of Education (M.Ed.)
Department
Educational Psychology and Special Education
Program
School and Counselling Psychology