Trauma-informed teacher training

In India, more than half of all children endure physical, sexual, or emotional abuse during their formative years. As they grow into adulthood, women are disproportionately affected by domestic violence, with 31-44% falling victim to this pervasive issue.

Meanwhile, in the educational sector, particularly within not-for-profit NGOs, female teachers play a predominant role. In this sector, about 90% of teachers are women, with expert interviews suggesting that approximately 80% of these women working in such schools have had traumatic experiences. These educators often carry their unresolved traumas from their personal histories, a reality often overlooked by existing teacher training programs in North India.

The prevalence of trauma and its inadequate acknowledgment significantly impedes a teacher's capacity to maintain emotional presence and effectively educate and support students. This impact becomes especially pronounced when said women serve marginalized communities: Teachers with traumatic experiences are likely to use learned patterns of emotional and physical abuse in the classroom, exacerbating destructive patterns of communication and behavior towards students.

Our Trauma-Informed Teacher Training program utilizes short, hands-on videos in Hindi to empower female teachers as learning guides in their classrooms while acknowledging and addressing the impact of traumatic experiences on their teaching. There will be two different versions of the training:

1. Low-threshold version: The videos will be publicly available on a YouTube playlist, accompanied by additional resources in the video description. Teachers will also be invited to join a Facebook group, fostering a safe environment for discussing classroom challenges and potential solutions.

2. Registered user version: For teachers seeking certification, they can register on a Moodle platform and receive a certificate upon completion of the course. This version requires a small fee, with scholarship options available.

Our solution targets the empowerment of thousands of female elementary teachers in North India who work in often under-funded, not-for-profit NGO schools. These teachers typically speak Hindi, have a limited grasp of English, lack digital literacy, and are inadequately trained to adopt child-centered teaching approaches. According to exprts in the field, many come from financially unstable lower-class backgrounds, with 70-80% of them having experienced trauma in their personal lives (e.g. Gupta, Siddharth, Sahani, personal communication, July 2023).

Upon completing our online course, these teachers will be equipped with skills to manage classrooms effectively and non-violently while integrating engaging teaching methods into their daily practice. By understanding the impact of their mental well-being on teaching quality, these teachers will become more passionate and compassionate educators. Additionally, they will gain access to a supportive online community where they can address classroom challenges with confidence as well as have a safe space to talk about their personal well-being. 

In return, their students will benefit from emotionally available, caring, and competent teachers. While precise estimates are unavailable, it's reasonable to assume that NGO schools in North India collectively educate tens of thousands of children. Therefore, the potential impact on improving the quality of education for the most vulnerable students in North India could be substantial.

Given the on-demand and low-threshold accessibility, with adequate translations into other Indian languages and a few adaptations, the course is easily scalable to cater to many more thousand teachers all over India. A future variation of the course for male teachers might prove worthwhile, too.

Both Damini e.V. (Germany) and Asian Bridge India bring extensive experience in teacher education and advocacy for gender equality and social justice. Over the past 15 years, we have closely collaborated with women in education, striving to empower them to become effective and emotionally intelligent teachers. Some of these women have joined our teams, enriching our efforts with their unique perspectives.

Given that the entire design will be grounded in action research, it is vital to involve teachers in the creation of course content. Recognizing teachers as experts in their own lives, their input is indispensable. Focus-group discussions, open-ended one-on-one interviews, and trial sessions with the target group will be integral at various stages of course development, shaping the curriculum. Additionally, much of the footage needed for engaging and authentic videos will be captured in classrooms where we have established long-term partnerships with teachers. Furthermore, these teachers will be interviewed in the videos, providing them with a platform to share their perspective and contribute to the course content.

The course creation and implementation will be embedded in a PhD research project guided by a psychologist. Volunteers will assist with filming, photographing, interviewing, and editing the videos.

We have assembled a robust team comprising dedicated volunteers and staff who boast a collective 15 years of experience in the field of education and teacher capacity building. Thus far, our efforts have directly impacted approximately 100 teachers, with several individuals receiving ongoing coaching and training spanning over a decade. Considering that each teacher influences the lives of hundreds of students throughout their career, the ripple effect on the quality of learning is profound. Moreover, we have initiated work with the second generation – former students who have transitioned into teacher training roles.

By integrating some of the most enthusiastic and standout teachers from our programs into our team, we have cultivated close relationships with educators we support. This approach allows us to comprehend their backgrounds and navigate their challenges effectively. Our team is acutely attuned to gender and violence issues, drawing from personal experiences. Therefore, when engaging in conversations and workshops, we approach them with the understanding that while we may offer expertise in teaching methodologies, each teacher is the authority on their own life and must be embraced wholeheartedly as an individual.

We are applying to Solve because we see it as an ideal platform to address several key challenges that are currently impeding the realization of this project that is so dear to our hearts:

1. Leadership Development: Our team leaders in Germany and India would greatly benefit from additional leadership skills and expertise. Solve offers access to a vast network of experienced professionals who can provide valuable insights and guidance in this area, enabling our team to lead more effectively and drive our project forward with confidence.

2. Sensitivity and Understanding: Our project involves combining trauma research with online teacher training, which requires a nuanced understanding of the emotional and psychological implications for our potential users. We seek to engage with Solve's community to gain insights and perspectives that will help us navigate these complex issues sensitively and effectively, ensuring that our training program is both impactful and respectful of the diverse needs of our participants.

3. Legal and Operational Guidance: As we develop our scalable online training platform, we recognize the importance of planning and implementing processes in a legally compliant and operationally efficient manner. Solve's expertise in legal and operational matters can provide invaluable support in navigating regulatory requirements and optimizing our systems and processes for maximum effectiveness and sustainability.

4. Monitoring and Evaluation: We are committed to creating an effective online teacher training course that is full of state-of-the-art educational science as well as a whole load of empathy and compassion. ,e believe that combining our own research with Solve's monitoring and evaluation guidelines will enable us to achieve this goal. By leveraging Solve's resources and best practices in this area, we can ensure that our training program is evidence-based, rigorous, and continuously improving.

5. Funding and Exposure: While funding is certainly a critical need for our project, we also recognize the importance of raising awareness and garnering support from key stakeholders. Your platform offers an opportunity to showcase our project to a wide audience, including the vibrant Non-Resident-Indian community in the USA, who are passionate about improving education in India. By increasing our visibility and credibility through Solve, we hope to attract both financial support and strategic partnerships that will accelerate our project's impact and reach.

Our solution introduces a groundbreaking approach to teacher training in
North India by addressing a critical yet overlooked issue: the
significant number of female teachers who have experienced trauma during their formative years - and/or are still being abused in their homes. Traditional teacher training programs have largely ignored the impact of such trauma on educators' ability to effectively engage with students, especially those from marginalized backgrounds. Our Trauma-Informed Teacher Training course fills this gap by providing a comprehensive platform that integrates trauma awareness with effective teaching methodologies.

Unlike conventional teacher training initiatives, our program recognizes
that a teacher's personal history and emotional well-being directly
influence their presence and effectiveness in the classroom, especially
considering that almost no teacher we work with has access to support groups or psychotherapy. By acknowledging and addressing these factors, we empower educators to create a more supportive and nurturing learning
environment for their students.

Especially in the NGO area, woman are the majority of subject teachers, but usually have domineering male supervisors and colleagues. Given that most of these women are married and have children, their overburden with housework does not allow them to attend voluntary workshops or events after work. Thus, they seem to get less promotions, less contacts outside of their little world that is school and family, less support from other women. It is a deeply unfair and biased system for them.

One of the key innovations of our solution is its accessibility. We recognize the challenges faced by many female teachers - the heavy burden of household chores, the invisible mental workload, and the patriarchal structures that make finding and raising their voices difficult. Particularly for those in rural areas, an online platform will provide previously unavailable learning options. Teachers can engage with the course content at their own pace, using their smartphones to access short, informative videos. This not only eliminates barriers related to geography and time constraints but also
provides a safe space for women teachers to connect and support each other through social media groups.

Moreover, our solution disrupts the existing power dynamics within the education sector, where female teachers often face marginalization and limited opportunities for professional development within their schools. By centering the training around the needs and experiences of the teachers themselves, we empower them to take ownership of their learning journey and advocate for change within their schools and communities.

By empowering female teachers to address trauma and adopt
student-centered approaches, our innovative approach has the potential
to transform classroom dynamics. Students will benefit from more
nurturing and supportive environments, where their individual needs are
acknowledged and addressed. This shift will lead to increased engagement,
better academic outcomes, and overall well-being among students.

Our theory of change: Trauma-informed knowledge and classroom management techniques (our solution) foster a deeper sense of connection and self-efficacy among teachers, while enhancing their credibility with students (mechanism of change). This, in turn, results in elevated teaching quality and improved student performance (outcome):

"Our" theory of change draws on principles of trauma-informed pedagogy and adult learning theory. While direct scientific research supporting this specific theory is limited, existing literature provides foundational support for its components:

1. Trauma-Informed Pedagogy: Research in psychology and education highlights the importance of trauma-informed approaches in educational settings. Studies have demonstrated the prevalence and impact of trauma on learning and behavior, emphasizing the need for supportive and understanding environments for trauma-affected individuals (e.g., Van der Kolk, 2014; Perry, 2009).

2. Adult Learning Theory: The theory of change incorporates elements of adult learning theory, which emphasizes the importance of learner-centered approaches, self-directed learning, and the relevance of prior experiences in adult education (e.g., Knowles, 1984; Merriam et al., 2019).

3. Social Support and Online Communities: Research on social support and online communities underscores their significance in providing a sense of belonging, emotional support, and collaborative learning experiences (e.g., Preece, 2000; Ellison et al., 2007).

4. Impact of Teacher Training on Student Outcomes: Studies examining the impact of teacher training programs on student outcomes demonstrate the importance of teacher efficacy, classroom management skills, and supportive teacher-student relationships in promoting student learning and well-being (e.g., Darling-Hammond et al., 2017; Hattie, 2009).

5. Cultural adaption of scalable psychological interventions: The cultural concept of "stress" serves as a starting point for engagement and, accordingly, informs and shapes the design and delivery of any intervention. Understanding how distress is expressed in different cultures is paramount to be able to start a conversation about it with potential clients. (e.g., Heim & Kohrt, 2019, Kaiser et al., 2015).

Goal 1 - Increase the quality of education in the classroom. Indicators: 

• Increase the proportion of students at the end of primary having achieved minimum proficiency in reading and mathematics.
• Increase the proportion of students that report a trustful relationship with their teachers.
• Decrease the amount of physical violence used in the classroom.
• Decrease the amount of psychological violence in the classroom (shaming, blaming, humiliating, labeling, punishing). 

Goal 2 - Increase gender equality in education and ensure successful completion of primary school for vulnerable children. Indicators:

• Increase the ratio in parity indices (female/male, lowered caste/high caste, etc.).
• Percentage of students from families with a lower socio-economic background having successfully completed primary school.

Goal 3 - Substantially increase the amount of qualified teachers in North India. Indicators: 

• Amount of teachers with a certificate in "Trauma-Informed Teaching Techniques".
• Amount of teachers regularly contributing to the online platform.

Goal 4 - Empowering women to fight discrimination and violence. Indicators: 

• Monitoring equality and non-discrimination of all participant women.
• Proportion of women feeling self-empowered.
• Amount of women actively practicing self-care and relaxation methods.

Our solution embraces the extensive potential of technology to revolutionize teacher training in North India. Leveraging the renowned Moodle software, we are creating a Massive Open Online Course (MOOC) that offers accessible and scalable learning opportunities for female teachers. Moodle's versatility allows us to develop a comprehensive curriculum and integrate various interactive elements to enhance the learning experience.

Recognizing the ubiquitous use of Facebook among 20-40 year-olds in India, we are establishing a closed group on the platform to facilitate communication and collaboration among course participants. With over 400 million users in India alone, Facebook provides a familiar and convenient space for teachers to engage in discussions, share resources, and seek support from their peers.

To produce high-quality video content without the substantial financial investment typically required, we are utilizing cost-effective resources such as Canva.com and free recording software like OBS Studio. These tools enable us to create engaging and informative videos that enhance the learning process without compromising on quality.

At the same time, we are incorporating real-time and face-to-face interactions by conducting interviews and focus-group discussions prior to video creation. This approach allows us to transform traditional methods of qualitative research into captivating videos, giving voice to the experiences and perspectives of female teachers on the ground. By integrating these insights, our videos will resonate with the women who will ultimately benefit from the training.

By harnessing the power of modern technology and innovative approaches, our solution aims to democratize access to teacher training and empower educators to create positive change in their classrooms and communities.

As of now, our solution team consists of 3 part-time staff members: one educational psychologist, one gender activist, and one teacher. However, as we kickstart the project, we anticipate expanding our team to include additional full-time and part-time staff, as well as contractors or other workers as needed. This may include content creators, course developers, technology specialists, and administrative support personnel to ensure the successful implementation and scaling of our solution.

For over a year now, I (Kati Cysarek) have been dedicated to reimagining teacher training in North India. Conventional teacher training often falls short, unable to penetrate the layers of trauma that shape teachers' perceptions and behaviours. During the past year, I devoted significant time to researching teacher education, scalable interventions, and cultural adaptations to interventions. After a period of exploration, my colleagues in India and I engaged in multiple rounds of discussions to chart the course forward for this project.

Our leadership team embodies diversity in various aspects, reflecting our commitment to inclusivity and equity. Partnering with Asian Bridge India, our team has a core identity centered around gender and justice issues. Even within our current core team, diversity is evident: Moosa, an Indian male Muslim gender activist, dedicates himself to teaching men and boys how to recognize and address gender discrimination. Radha, an Indian Hindu teacher from a marginalized caste and low socioeconomic background, serves as an exemplary project facilitator and coach to many first-generation learners. Lastly, I (Kati) bring a perspective as an agnostic German woman working with vulnerable low-SES children and teachers.

Recognizing that our personal histories shape our perceptions and influence our worldview, we strive to honor these diverse perspectives within our team. Moreover, we are committed to acknowledging our privileges and addressing any blind spots that may arise.

In alignment with MIT's values of diversity, equity, and inclusion, we understand that representation matters. As we expand our team, we are intentional about ensuring that applicants not only align with our core values of gender equity but also reflect the communities we serve. We actively encourage individuals from underrepresented backgrounds to apply and contribute to our mission of fostering positive change in North India's education sector.

With Asian Bridge India as a partner in India, we are a team that already as a core identity revolves around gender and justice issues - and even our current core team is diverse already: An Indian male Muslim gender activist who teaches men and boys who to be aware of and overcome gender discrimination, an agnostic German woman that works with vulnerable low-SES children and teachers, and an Indian Hindu teacher with a lowered-caste and low-SES background who is now an excellent project facilitator and coach to many first-generation learners.

To us, representation matters. Thus, when expanding our team, we intend to make sure that applicants do not only embody our core values of gender equity, but we also will encourage people from the communities we are serving to apply and succeed.

Key Partners:

- Asian Bridge India: Partner organization in India, providing local expertise, networks, and resources.
- Educational psychologists: Collaborators in designing trauma-informed teacher training content.
- NGOs and schools: Partner organizations where our training will be implemented and integrated into existing educational programs.

Key Activities:

- Curriculum development: Designing trauma-informed teacher training modules
- Platform development: Creating a user-friendly online platform (MOOC) on MoodleCloud to deliver course content.
- Content creation: Producing high-quality educational videos and resources
- Community building: Establishing and moderating closed Facebook groups
- Research and evaluation: Conducting focus group discussions, interviews, and surveys

Key Resources:
- Human resources: Educational psychologists, curriculum developers, content creators, moderators, and researchers.
- Technological resources: MoodleCloud platform, video recording and editing software, social media platforms (Facebook), and communication tools.
- Financial resources: Funding for platform development, content creation, research activities, and operational expenses.

Value Proposition:
- Trauma-informed teacher training: Offering a unique program that addresses the emotional well-being of female teachers, equipping them with skills to create supportive and nurturing learning environments.
- Accessibility and flexibility: Providing online courses and resources accessible via smartphones, eliminating geographical and time constraints.
- Community and support: Facilitating a supportive online community where teachers can connect, share experiences, and receive guidance from peers and experts.
- Professional development: Empowering teachers with practical tools and strategies to improve their teaching practices and enhance student outcomes.

Customer Segments:
- Female teachers in North India: Primary beneficiaries seeking professional development opportunities to enhance their teaching skills and address trauma-related challenges.
- NGOs and schools: Secondary beneficiaries interested in improving the quality of education and supporting the well-being of their staff.

Channels:
- Online platform (MOOC): Delivering course content and resources through the MoodleCloud platform accessible to enrolled participants.
- Social media (Facebook): Establishing closed groups for participants to engage, share, and receive support from moderators and peers.

Customer Relationships:
- Personalized support: Providing individualized feedback, guidance, and support to participants through online interactions, discussions, and community engagement.
- Continuous engagement: Maintaining regular communication with participants through email updates, social media posts, and online events to foster a sense of belonging and motivation.

Revenue Streams:
- Grant funding: Securing grants and donations from foundations, government agencies, and philanthropic organizations
- Corporate partnerships: Collaborating with corporate sponsors and CSR initiatives interested in supporting education, gender equality, and social impact initiatives.
- Fee-based services: Offering premium features or additional courses/modules for a fee to generate revenue and sustain program operations.

Cost Structure:
- Personnel costs: Salaries and wages for staff members involved in program development, delivery, and support (4 part-time staff for 4 years - app. 12000$ / year)
- Technology costs: Expenses related to platform development, hosting, maintenance, and software licenses (app. 500 $ / year)
- Content creation costs: Production expenses for creating educational videos, resources, and materials (app. 200 $ / year)
- Marketing and outreach costs: Budget for promoting the program, conducting outreach activities, and recruiting participants (app. 1000$ / year)
- Administrative costs: Overhead expenses such as office rent, utilities, insurance, and legal fees (app. 1000 $ / year)

Our plan for financial sustainability revolves around a diversified approach to funding, incorporating both grant funding and fee-based services. Here's how we intend to bring in money to fund our work and our strategies for securing funding:

1. Grant Funding: We will actively pursue grants from foundations, government agencies, and international organizations that support initiatives related to education, gender equality, and social impact. By demonstrating the unique value proposition of our trauma-informed teacher training program, we aim to secure funding to cover program development, implementation, and sustainability costs.

2. Fee-based Services: While the core components of our teacher training program will be freely accessible to participants, we will offer a certificate upon completion for a fee. This fee-based services will provide an additional revenue stream to support ongoing program development, delivery, and enhancement efforts.

To date, we have not secured any funding as the project is still in its initial stages. However, we are actively exploring grant opportunities and engaging with potential funding partners to support the development and launch of our program.

In addition to external funding sources, it's important to note that I (Kati Cysarek) will apply for a scholarship to evaluate this project as part of my PhD research. If successful, this scholarship would provide indirect financial support, reducing the need for payment from project funds. This approach aligns with our commitment to maximizing resources and ensuring the efficient use of available funding for program development and implementation. If not successful, I will still continue to volunteer for this project as I believe it is extremely important.