Trauma-sensitive pedagogy and social-emotional learning strategies as predictors of inclusive classroom practices in secondary schools in Abia State

Abstract

This study examined the influence of trauma-sensitive pedagogy and social-emotional learning strategies for inclusive classroom practices in secondary schools in Abia State, Nigeria. The study adopted a descriptive survey research design. Two research questions and two null hypotheses guided the study. The population comprised 4,850 teachers in public secondary schools in Abia State, from which a sample of 300 teachers was drawn using a multi-stage sampling technique. Data were collected using a researcher-developed instrument titled “Trauma-Sensitive Pedagogy”, “Social-Emotional Learning for Inclusive Classroom Practices Questionnaire (TSPSELICPQ)”, structured on a four-point Likert scale. The instrument was validated by experts in Educational Psychology and Measurement and Evaluation, while reliability coefficient of 0.89 was obtained using the Cronbach Alpha method. Mean and standard deviation were used to answer the research questions, while independent samples t-test was used to test the hypotheses at 0.05 level of significance. The findings revealed that trauma-sensitive pedagogy impacts inclusive classroom practices to a high extent, as it promotes emotionally safe and supportive learning environments that enhance students’ participation and sense of belonging. Similarly, social-emotional learning strategies were found to influence inclusive classroom practices to a high extent by improving students’ emotional regulation, interpersonal relationships, and active engagement in classroom activities. The hypotheses tested showed no significant difference between male and female teachers in their perceptions of the influence of trauma-sensitive pedagogy and social-emotional learning strategies on inclusive classroom practices. The study concluded that both trauma-sensitive pedagogy and social-emotional learning are critical for promoting inclusive classroom environments. It was recommended that teachers be provided with continuous professional development on trauma-sensitive practices and that social-emotional learning be integrated into classroom instruction to enhance inclusive education.