A proposed arts-based model: developing and implementing a healing- centred, professional development program for teachers to address trauma and build resilience in South African schools

Abstract

Teaching in contemporary South Africa presents considerable challenges, where teachers are contractually bound to raise low educational outcomes, whilst simultaneously needing to teach and care for children who suffer from Adverse Childhood Experiences (ACE) and trauma. Framed by Ubuntu and integrating disciplines such as education, healing arts practices, and mental health, this study explores the collective healing potential of arts, informed by neuroscientific theories on psycho-traumatology. The model developed is a healing-centred, arts-based program aimed at supporting teachers to address trauma and build resilience in South African schools. Employing a Practitioner Research methodology, the practitioner- researcher developed a Healing Arts Pedagogies and Practices (HAPPy) Infusion program and implemented two healing-centred online engagements. The program was based on addressing four core elements namely a) creating psychological safety, b) stabilising and regulating, c) building resilience and hope and d) promoting agency, self-efficacy and capacity. Initially intended for in-person delivery, this professional development program was adapted to an online format during the COVID-19 pandemic. The study gathered and organised qualitative data through an inductive thematic analysis, providing insights into teaching and learning during traumatic times. Innovative online teaching and learning strategies were implemented to overcome challenges and meet program objectives. Through this research study the practitioner-researcher wishes to advocate for interdisciplinary collaboration to develop equitable, sustainable, collective healing-centred engagements (CHCE) in educational environments. This research offers a contribution to the existing literature on professional development for teachers, by suggesting culturally adaptive, arts-based methods and pedagogical practices to collectively address trauma and build resilience whilst mitigating re-traumatisation.