Article Per Year (5 Year)
p-Index From 2021 - 2026
0.408
P-Index
This Author published in this journals
All Journal Studies in Learning and Teaching Social Sciences, Humanities and Education Journal (SHE Journal)
Shoko, Ratidzai
Unknown Affiliation
Humanities Education Environmental Science Languange, Linguistic, Communication & Media Social Sciences Other

Published : 2 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 2 Documents
Search

 1 
Creating a trauma- informed culture: Practicality in schools Shoko, Ratidzai
Social Sciences, Humanities and Education Journal (SHE Journal) Vol 5, No 1 (2024)
Publisher : Universitas PGRI Madiun

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25273/she.v5i1.19215

Abstract

Traumatic life experiences have an impact on learning, behaviour, and relationships in schools. A trauma-informed culture instilled in schools could significantly reduce the effects of traumatic experiences on learners, however, creating this may present challenges in schools. This article used secondary data from scholarly articles to investigate the practicality of creating a trauma- informed culture in schools. It was found that fostering a trauma-informed culture in educational settings is challenging since there are not enough qualified teachers or resources, and some activities cannot be done during school hours. It is recommended that proper training be provided to the educators and enough resources be availed to enable proper creation of a trauma- informed culture in schools.
The Trauma-Informed Approach to School Violence Interventions for Adolescent Learners with Physical Disabilities in Mainstream Schools Shoko, Ratidzai
Studies in Learning and Teaching Vol. 5 No. 3 (2024): December
Publisher : Indonesia Approach Education

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46627/silet.v5i3.570

Abstract

War, violence, disasters, sudden loss, serious illness, and other overwhelming and disturbing events constitute traumatic events. For learners with physical disabilities, trauma may result from the loss of function of a body part or previous exposure to violence. Attention is paid to the application of the trauma-informed approach in trying to curb school violence. This paper discusses the trauma-informed approach to school violence interventions for learners with physical disabilities. The article sought to explore the use of the trauma-informed approach to address school violence affecting learners with physical disabilities. The paper is built on the findings from my doctoral thesis on the effectiveness of interventions to control school violence in a special needs school. This paper uses secondary data sources such as journals and books as well as data from doctoral research. These will be discussed with the findings from the previous doctoral research. It was revealed that although there are policies put in place to address school safety, the rate of school violence is escalating. Against this background, there is a need to address school violence from a trauma-informed approach. The trauma-informed perspective will help to prevent violence and suggest interventions. It will also guide educators on how to support learners, victims, or perpetrators of school violence. By offering data based on research on the use of trauma-informed approaches as an alternative method of school violence intervention, this study contributes to the body of knowledge. It gives the stakeholders suggestions for how to care for and educate vulnerable children.
Co-Authors