The Effectiveness of Trauma Informed Teaching Strategies on Classroom Behavior Management: A Case of Kakuma Refugee Schools, Turkana County, Kenya

Abstract

Trauma often disrupts interpersonal relationships and compels children to develop coping mechanisms for loss and instability, frequently at the expense of normal developmental and academic progress. This study aimed to establish the prevalence of behavioral problems among learners in Kakuma refugee schools, determine the challenges teachers faced in implementing trauma-informed teaching strategies, and evaluate the effectiveness of these strategies on classroom behavior management. The study was guided by Trauma Theory, Attachment Theory, and Ecological Systems Theory, and adopted a descriptive research design using a mixed-methods approach. The study involved 230 participants, including teachers, administrators (head teachers, deputies and community school counsellors) and learners from 21 refugee primary schools in Kakuma refugee camp. Data were collected through structured questionnaires, focus group discussions, and school behavioral records, and analyzed using descriptive and thematic methods. The results revealed a high prevalence of behavioral and emotional difficulties among learners prior to the introduction of traumainformed strategies, with the most frequent problems being absenteeism or lateness (72.5%), aggression and defiance (65.0%), and low academic engagement (55.0%). Learners reported a moderately strong sense of school membership (M = 3.62), indicating that trauma-informed teaching strategies had improved belonging, safety, and emotional regulation. However, gaps persisted in peer inclusion and recognition. Teachers identified major challenges such as lack of training (M = 4.42), overcrowded classrooms (M = 4.31), and limited psychosocial support (M = 4.09), which constrained consistent application of trauma-informed practices. The study concluded that trauma-informed teaching strategies significantly improved classroom climate and learner behavior by fostering emotional safety, trust, and cooperation. Nonetheless, systemic barriers particularly high teacher workloads, insufficient training, and inadequate resources limited full implementation. The study recommended that education stakeholders, including the Ministry of Education, UNHCR, and partner organizations, strengthen teacher capacity-building, establish peer support and counselling systems, and embed traumainformed approaches into teacher training curricula. Further, schools should implement structured psychosocial programs and provide manageable class sizes and adequate learning materials.