Trauma-informed teacher training. The case for teacher wellbeing.

With Speaker Lisa Munson, Graduate student at University Sains Malaysia since 2021

Teachers in our world today face many challenges ranging from violence in school to receiving low pay or professional recognition. The wellbeing of a teacher, while gaining attention as a talking point by school leaders, is rarely seen as a priority for school improvement or a focus for professional development. Refugee teachers (those who are refugees themselves, as Munson well as those who are not refugees) are the focus of a trauma informed teacher-training initiative which aims to push teacher wellbeing to the front.

The discussion will revolve around the impact of trauma on both refugee students and teachers and the ways wellbeing can be encouraged in the classroom and as a construct of teacher professional development. 

Working definitions:

• Trauma- Shocking experience that poses a real or perceived threat to life or safety. Complex trauma involves repeated exposure to traumatic events.
• Wellbeing - Teacher wellbeing is a balance of physical, emotional, and mental health that enables teachers to remain resilient and effective, particularly in challenging teaching environments.

To book the event, contact m.h.y.low@bham.ac.uk

The event will take place at 8pm Malaysia local time.

Biography

Lisa Munson was born and raised in Hong Kong and Malaysia. 

She undertook an undergraduate and master’s degrees in physical education, Health and Recreation from Taylor University, Indiana and Emporia State University, Kansas, USA and taught Physical Education and Health and coached sports in Florida, Texas, South Korea, and Malaysia for nearly 20 years. Since 2019 has been working with a non-profit organization to support refugees living in Malaysia along with pursuing a PhD study in Refugee Teacher Professional Development. She is currently conducting mentoring groups with refugee teachers within the northern states of Malaysia.

Lisa is passionate about coming alongside teachers of refugees (those that are refugees themselves, as well as those that are not) and helping to equip them to do their jobs to the best of their ability.

'Teachers matter more than any other single factor to learning and to the on-going, formative assessment that is critical to improving learners’ achievement.'
Mary Mendenhall, Ed.D., Teachers College, Columbia University.