For teachers, this is the innate actions, communication, facilitation, collaboration, and expression of showing and feeling compassion, empathy, humility, trust, and love for themselves, their students, and their community within their role as an educator. The complex layers of heart work care that teachers give is delivered through human interactions and relationships with students.
Published in Chapter:
Teachers Are Allowed to Be Human Starting With Trauma-Informed Care of Educators Who Care for Youth
Copyright: © 2024
|Pages: 31
DOI: 10.4018/979-8-3693-0924-7.ch006
Abstract
This chapter explores the experiences and integration of approaches and selfcare techniques of teachers in their TK–12 credential programs and human service workers in providing trauma-informed care or teaching. Focus groups and interviews were used to collect the data from human service providers and TK–12 teachers currently enrolled in credential programs or working in care systems in California. Content analysis of the rich data elevated the voices of these teachers and service providers and the massive gaps in skill development, preparedness, and care to provide heart work and trauma informed care in their classrooms, care systems and communities. The results suggested that the abusive and toxic relationship of working in the education or care systems is a foundational element that impacts and harms both teachers, providers and their students or clients—which stifles the access and effectiveness of trauma informed practices. These stories of adults doing heart work in care systems shows equitable, inclusive care for the adults is where to start.