more representative and to follow-up with future training. Many of these topics focus on communities and cultures that bring their own trauma, post-migration trauma, inter-generational trauma and trauma experienced by Indigenous people. Comments from educators focused on potential challenges in applying concepts to high school settings when the course explains them as being experienced by children. This may not necessarily need to be addressed indepth in the course. Rather, it could be addressed through an accompanying facilitation guide, or specific training focused on adolescents with trauma. Increase recognition of the reach and impact of child abuse to multiple sectors and the value of working collaboratively across sectors
Participants had very high recognition of the reach and impact of child abuse to multiple sectors, as well as the importance of direct care providers: working with other service providers for the care of the child integrating services cross-training with those working in child-serving systems. Participants recognized the model used by child advocacy centres and its benefits to collaborative work. However, participants were much more pragmatic about the challenges and barriers to collaborating across sectors. They highlighted the need for organizational support to address many of these, including capacity and resource challenges, and attitudes of staff who feel that being trauma-informed is out of their scope. Interestingly, despite the participants’ recognition of the reach and impact of childhood trauma to multiple sectors, they highlighted that not everyone has this recognition. This indicates the need for training more people across 77