“The 6 R’s recommended by the NME align with original Montessori principles which emphasize that the children’s houses were relational, the activities were rhythmic, repetitive, relevant, and rewarding, and every aspect of the environment was respectful.”
“It has become apparent that the discourses surrounding trauma, adversity, trauma-informed practice are entangled with a medical model of trauma symptomology, whereby survivors’ responses are individualized, decontextualized and pathologized, whilst broader inequalities, exclusion and more systemic issues that impact the wellbeing of children, families and communities are overlooked”
Montessori, the White Cross and Trauma-Informed Practice: Lessons for Contemporary Education.
Maria Montessori was a woman ahead of her time. Her long involvement with children exposed to poverty, neglect, natural disaster, war and displacement informed her educational philosophy and teaching methods. This paper considers Montessori education in light of what we now know about the impact of trauma and factors that promote healing.
Journal of Montessori Research, 8(1), 13-28. Phillips, B., O’Toole, C., McGilloway, S., & Phillips, S. (2022).
Facilitators and Barriers in the Implementation of Trauma-Informed Approaches in Schools: A Scoping Review
Wassink – de Stigter, R., Kooijmans, R., Asselman, M.W. et al. Facilitators and Barriers in the Implementation of Trauma-Informed Approaches in Schools: A Scoping Review. School Mental Health14, 470–484 (2022).
Childhood adversity and education: Integrating trauma-informed practice within school wellbeing and health promotion frameworks.
Childhood adversity and trauma are so prevalent and so damaging they are increasingly being referred to as a public health epidemic. In response, trauma-informed approaches have become popular in education systems around the world. However, a number of concerns about these approaches have been expressed.
In C. Faucher, R.W. McLellan & V. Simovska, [Eds]. Wellbeing and Schooling: Cross Cultural and Cross Disciplinary Perspectives. Taylor & Francis. O’Toole, C. (2022).
“If schools are committed to ensuring the wellbeing, health and educational outcomes of all students, then there is a need for educationalists to take seriously the reality of childhood trauma and adversity.”
Wellbeing and education: Connecting mind, body and world.
In recent years, wellbeing has become a pillar of Western educational discourse and practice. However, the current interest is wellbeing in education is not without contestation. One problem is that most contemporary theorising in the area of wellbeing draws heavily on traditional, monological and reductionist theories, which view the self as autonomous, self-contained and separable from the social and material world.
In C. Faucher, R.W. McLellan & V. Simovska. [Eds]. Wellbeing and Schooling: Cross Cultural and Cross Disciplinary Perspectives. Taylor & Francis.O’Toole. C. & Simovska, V. (2022).
“As a simplified feel-good agenda takes hold in schools, students are faced with increasing exhortations to be upbeat, to persist in the face of challenges, to display a growth mindset, to be enterprising and resilient. Repeated over time this can give rise to an atmosphere of toxic positivity, particularly for those students whose life experiences and living conditions don’t easily lend themselves to feelings of cheery enthusiasm”.
When it matters most: a trauma-informed, outdoor learning programme to support children’s wellbeing during COVID-19 and beyond.
This paper presents a unique primary school programme that harnesses the benefits of both trauma-informed practice and outdoor environments to support children’s social and emotional wellbeing throughout the COVID-19 pandemic and beyond. Irish Educational Studies, 40:2, 329-340. Mulholland M. & O’Toole C. (2021).
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