Engaging teacher’s mental health self-care early through a trauma-informed microcredential

Abstract

Purpose – The purpose of this study was to examine how beginning teachers’ participation in a microcredential based on trauma-informed classroom management and restorative discipline (TIMRD) practices might enhance their self-efficacy (SE), through an understanding of their own trauma response, its neurobiological basis and classroom interventions that focus on student wellness and teacher self-care. Design/methodology/approach – Using a single case study design, participants completed a pre- and post-assessment before and after completion of a TIMRD microcredential. Findings – A total of seven teaching fellows completed the microcredential process. Results indicate that the use of a microcredential for professional learning assisted with decreasing sense of burnout while increasing professional SE, SE related to classroom management and instructional strategies (ISs). Originality/value – New teachers commonly struggle with a lack of professional efficacy for a variety of reasons, yet all teachers present with their own personal trauma. Increasing new teachers’ sense of resilience through addressing their own trauma and the impact of student trauma is integral to increasing teaching SE and reducing rates of burnout.

Keywords

• Teacher self-efficacy
• Trauma-informed classroom management
• Restorative discipline
• Cross-institutional professional development
• Microcredentials
• Teacher burnout