This study examined teachers’ current knowledge on trauma and trauma-informed practices. More specifically, the purpose of this study was to identify whether teachers and staff within the school setting feel confident in being able to work with immigrant and refugee children and whether teachers would benefit from having training on trauma and traumainformed practices. In this study, a needs assessment and pre-training survey was administered to teachers. The following research questions were addressed: (a) Do teachers have the knowledge, experience, and resources to support students with trauma? (b) Are educators aware of the impact trauma can have on a child’s development? (c) Can teachers and staff recognize the symptoms and classroom behaviors of students with trauma? (d) Would a training on trauma and trauma-informed practices increase teacher’s knowledge and confidence in working with refugee and immigrant students with trauma?
A Systematic Review of Factors Affecting Mental Health and Well-Being of Asylum Seekers and Refugees in Germany
Background: Since the onset of the 2015 European refugee crisis, ~4. 46 million people have sought asylum in the European Union, with Germany logging the