A significant number of children develop post-traumatic stress symptoms following exposure to trauma in their childhood. The trauma arises from events from their caregivers and other persons in a child's life that are physically and emotionally harmful. There is a widespread effect of childhood trauma in the country that affects their health and social interaction. Studies have shown that more children are being exposed to trauma from their caregivers and family members over the course of their lives ( Alisic, 2012) . As a result, they tend to develop a persistent reaction to the trauma that adversely impacts their lives. Children with these traumas also show symptoms of psychological disorders such as acute stress disorder and reactive attachment disorder. Children with the traumatic symptoms tend to have difficulties in their social functioning and academic performance.
Traumatized children may display problems with cognitive and academic performance, which means they need help from all areas of society. The school has been shown as a critical setting for helping traumatic children with intervention, with help from teachers, counselors, and psychologists who are primary providers of mental health services for traumatized children ( Alisic, 2012) . However, teachers are equally important in helping children deal with the trauma and associated stress because they spend the majority of their time with the children.
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Previous studies have shown how teachers are actively involved in the life of a child, and therefore better placed to provide mental health interventions ( Reker, 2016) . Other studies have spoken on the teacher's overall perception of trauma among children and how they can help in students deal with the stress. Recognizing and understanding the mental status and issues in children is an essential consideration for all teachers. This study examines whether teachers provide mental health intervention for traumatized children in the classroom and the perception of their roles in helping traumatized children ( Reker, 2016).
Significance of the Study
A significant number of childhood experiences a traumatic condition from their upbringing that has the potential to ruin their lives ( Reker, 2016) . As a result, the teacher's approach to the child's trauma in the classroom is critical in helping them deal with the condition. Schools' approach to PTSD is essential to the mental health intervention and how the child performs in academics. However, there is limited knowledge on teacher’s perception regarding intervention for traumatic conditions. Previous studies have suggested that teachers are unprepared to address the psychological needs of students, and therefore unable to help children who are traumatized by their caregivers. A majority of research on child trauma has focused on counselors and psychologists with little research touching on the role of teachers in helping students with traumatic stress ( Reker, 2016) .
The purpose of this study is to understand the effects of trauma on children and the best methods of helping children deal with the injury. The research focuses on determining how teachers can help traumatic children recover from acute traumatic stress and improve their social and academic performance. The findings of this study can inform educational policy in dealing with child trauma within the school setting by involving more teachers with counseling training ( Baweja et al., 2016) . This study looks to measure the perception of teachers regarding their roles in helping traumatic children. It also seeks to understand the teacher's knowledge and their experience in helping traumatic children in the classroom, which can be used to inform educational policy and practice. The findings will also inform the support that school psychologists offer to institutions.
At the same time, the finding can be used to increase the knowledge of school administrators seeking to create a school setting that responds to child-trauma. For example, it can foster teacher training on counseling and support, as well as prompting more focus into equipping teachers to help students. Furthermore, the findings can be used to understand possible obstacles to helping traumatic children in a school setting and how to solve the trauma ( Baweja et al., 2016) .
Research Question
Qualitative research is conducted with teachers and counselors in school to examine their perceptions regarding child trauma and possible intervention. The study will seek to examine teacher’s roles in helping traumatized children achieve well-being. In this regard, the research questions for this study include the following:
How can teachers help traumatized children deal with the trauma that is affecting their social, psychological, and academic lives?
What are the teacher's perception regarding traumatized students and how to help them recover from the condition.
The dependent variable in the study is the perception of teachers on how to help traumatic students experiencing child traumatic stress. On the other hand, the independent variable in the study is the school setting and teaching experience in providing mental health intervention.
References
Alisic, E. (2012). Teachers' perspectives on providing support to children after trauma: A qualitative study. School Psychology Quarterly , 27 (1), 51.
Baweja, S., Santiago, C. D., Vona, P., Pears, G., Langley, A., & Kataoka, S. (2016). Improving implementation of a school-based program for traumatized students: Identifying factors that promote teacher support and collaboration. School Mental Health , 8 (1), 120-131.
Reker, K. (2016). Trauma in the classroom: Teachers' perspectives on supporting students experiencing child traumatic stress.
