Developing and Validating a Childhood Trauma-Informed Curriculum for Primary School Teachers in Limpopo Province, South Africa
Bibliographic Data
| ID | 15718520 |
|---|---|
| Authors | Muimeleli Munyadziwa (0000-0002-9683-2842, University of Venda, corresponding author), Lufuno Makhado (0000-0003-1689-9308, University of Venda) |
| Year | 2025 |
| Volume | 12 |
| Issue | 9 |
| Pages | 1256-1256 |
| Publication date | 2025-09-18 |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Children (JOURNAL) |
| Journal identifiers | ISSN: 2227-9067 • E-ISSN: 2227-9067 |
| Publisher | Multidisciplinary Digital Publishing Institute (PUBLISHER • CH) |
| DOI | 10.3390/children12091256 |
| PMID | 41007121 |
| OpenAlex | W4414343574 |
| Language | EN |
| References cited | 32 |
Background/Objectives : Childhood trauma significantly hinders the developmental and academic outcomes of learners, particularly in under-resourced schools such as those in Limpopo province, South Africa. Teachers in these settings often face challenges in supporting trauma-exposed learners due to a lack of knowledge, training, and appropriate resources. Addressing this gap requires the development of structured, trauma-informed educational support systems. Methods : This study forms the final phase of a multi-phase research project aimed at developing a trauma-informed curriculum for primary school teachers. A multi-phase mixed method design was adopted across four phases: (1) a global scoping review to identify effective trauma-informed interventions; (2) empirical interviews with primary school teachers, trauma center managers, clinical psychologists, and social workers to understand local needs and experiences; (3) development of a conceptual framework grounded in theoretical and empirical findings; and (4) curriculum development guided by El Sawi's curriculum design model. The curriculum was validated using structured questionnaires with a panel of stakeholders including educators, mental health professionals, and curriculum experts. Results : The study identified critical issues, including teachers' limited understanding of childhood trauma, lack of standardized training, and inadequate classroom strategies. Key curriculum components were developed to address these gaps, including modules on the nature of trauma, early identification of symptoms, trauma-informed teaching practices, and collaboration with mental health professionals. Validation results indicated strong agreement on the curriculum's clarity, relevance, and potential impact. Conclusions : The developed trauma-informed curriculum provides primary school teachers in Limpopo with the knowledge, tools, and confidence to support trauma-exposed learners. It emphasizes early identification, responsive classroom strategies, and inter-professional collaboration. This curriculum has the potential to enhance learning environments and promote better educational and psychosocial outcomes for trauma-affected learners
Curriculum · Curriculum development · Curriculum mapping · Data collection · Early childhood · Emergent curriculum · Mental health · School teachers · Child Abuse and Trauma · Child and Adolescent Health · Migration, Health and Trauma
Stubborn RootsRace, Culture, and Inequality in U.S. and South African Schools
The association between adverse childhood experience (ACE) and school success in elementary school children.
Risk Factors for Conduct Disorder and Delinquency
Relationships Matter
Effects of trauma‐informed approaches in schools
Envisioning a trauma‐informed service system
Neuroscience, Molecular Biology, and the Childhood Roots of Health Disparities
The Lifelong Effects of Early Childhood Adversity and Toxic Stress
Burden and consequences of child maltreatment in high-income countries
Developing empathy and support for students with the “most challenging behaviors
Multi-Tiered Culturally Responsive Behavior Support
Assessing the Understanding of Primary School Teachers in the Rural Communities of Limpopo Province, South Africa—Are We Trauma Informed
Exploring the Barriers and Facilitators in the Management of Childhood Trauma and Violence Exposure Intervention in the Vhembe District of the Limpopo Province, South Africa
An Evaluation of Whole-School Trauma-Informed Training Intervention Among Post-Primary School Personnel
Buffering the effects of childhood trauma within the school setting
Scoping studies
| Highly cited | No |
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