Being trauma-informed in Cambodia: practice considerations for professionals working with children and trauma

There is limited research and few published studies that look specifically at how teachers are utilizing a trauma-informed approach in their classrooms. Although trauma models exist in resource rich countries, information that explores the implementation and practice of these models is largely missing in the literature concerning resource poor countries. This article explores Hagar International Cambodia’s trauma-informed education model and the experiences of therapists and educators working with traumatised children.