Abstract

Simulation-Based Learning (SBL) is an established, high-impact method for teacher professional development, traditionally focused on improving conflict management and interpersonal skills. However, following a severe regional security crisis and mass evacuation, educators face a "double burden" of personal distress alongside the systemic expectation to provide emotional stability for students. This challenge is intensified when teachers share the same community affiliation and displacement experience as their students. This study investigates the necessary trauma-informed adaptations of the SBL model when utilized for elementary school teachers from these impacted communities.

Methodology: This qualitative, interpretive study analyzed evidence gathered from 38 simulation workshops conducted for educational teams post-crisis. Data included analysis of correspondence, reflective discourse, and participant feedback, aimed at uncovering subjective meanings and contextual adjustments.

Findings and Conclusions: The findings reveal a profound, trauma-informed adaptation of the core pedagogical model. Three critical shifts were identified to mitigate re-traumatization and foster resilience:

1. Safety and Choice in Design: There was an explicit shift from seeking maximum fidelity (realism) to prioritizing psychological safety. This was achieved through utilizing "lean" or "loose" scenarios that grant participants Choice and Control, directly reinforcing the core Trauma-Informed Care (TIC) principle.
2. Reframing the Learning Goal: The focus shifted from external, confrontational interpersonal skills to self-centered skills such as self-regulation and efficacy, to avoid triggering pathological automatisms.
3. Group Holding: The debriefing stage embraced "group holding" and a protective atmosphere, facilitated by homogeneous group compositions that allowed for mutual support and the externalization of blame onto systemic factors.

This study proposes a Trauma-Informed Simulation Framework, underscoring that in post-crisis contexts, the pedagogical objective must transition from "skill acquisition" to "resilience building" and "group cohesion," while significantly reducing the "stretch zone" for productive challenge.

This work is licensed under a Creative Commons Attribution 4.0 License.