Bryant Eleanor F, Moore Darren, Russell Abigail Emma
Children and Young People's Mental Health Research Collaboration, Department of Public Health and Sports Sciences, Medical School, University of Exeter, University of Exeter, Exeter, UK.
Graduate School of Education, University of Exeter, Exeter, UK.
J Child Adolesc Trauma. 2025 May 23;18(3):803-813. doi: 10.1007/s40653-025-00711-3. eCollection 2025 Sep.
Children and young people (henceforth referred to as children) who experience severe childhood adversity are at risk of mental health and developmental challenges that mean standard approaches to education are not able to support their needs, resulting in high levels of exclusion and alternate provision. Evidence of the best education models to support positive outcomes is needed. This exercise aimed to identify research priorities of children impacted by severe adversity and the people who surround/support them to be used to inform future work surrounding the education of children with a history of trauma. Research prioritisation methods were used. The views of adult stakeholders with lived or professional experience, and children with histories of trauma who attend a specialist school were collected. Two surveys were circulated in each group collecting: 1. Respondents' questions (priorities) about education for children with trauma; 2. Rankings of these priorities. The first children's survey was carried out within a school. The resulting 25 questions were presented to eight students who each chose three questions which they deemed most important. In the adult survey, 114 respondents suggested 196 questions. The children's questions were combined with the adult questions which resulted in 221 questions in total. These were categorised into six themes (Child Centred, Home, Interventions and Alternate Provisions, Policy & Wider, School, and Teachers & Learning). Questions were re-circulated under these categories, and 48 individuals ranked their top 5 or 10 questions (dependent on the number of questions in the category), and the top five questions overall were labelled as priorities. The top priorities generally reflected well-researched areas in the field of trauma, namely how trauma-informed learning and care can be implemented in mainstream schools. This suggests a lack of evidence communication. Future research should aim to improve knowledge dissemination.
The online version contains supplementary material available at 10.1007/s40653-025-00711-3.
经历过严重童年逆境的儿童和年轻人（以下简称儿童）面临心理健康和发展挑战，这意味着标准的教育方法无法满足他们的需求，导致高比例的被排斥和替代教育。需要有证据证明哪些是能带来积极成果的最佳教育模式。本活动旨在确定受严重逆境影响的儿童及其周围/支持他们的人的研究重点，以用于为未来围绕有创伤史儿童的教育工作提供信息。采用了研究优先级确定方法。收集了有实际生活经验或专业经验的成年利益相关者以及就读于特殊学校的有创伤史儿童的意见。在每组中分发了两份调查问卷，收集：1. 受访者关于创伤儿童教育的问题（优先级）；2. 这些优先级的排名。第一次儿童调查问卷是在一所学校内进行的。由此产生的25个问题被呈现给8名学生，他们每人选择了3个他们认为最重要的问题。在成人调查问卷中，114名受访者提出了196个问题。儿童问题与成人问题合并，总共产生了221个问题。这些问题被分为六个主题（以儿童为中心、家庭、干预和替代教育、政策及更广泛层面、学校、教师与学习）。这些问题在这些类别下重新分发，48个人对他们的前5个或10个问题（取决于该类别中的问题数量）进行了排名，总体上排名前5的问题被列为优先事项。首要优先事项通常反映了创伤领域中研究充分的领域，即如何在主流学校中实施创伤知情学习和护理。这表明缺乏证据传播。未来的研究应旨在改善知识传播。
在线版本包含可在10.1007/s40653-025-00711-3获取的补充材料。
