Integrating Trauma-Informed Emotional Self-Regulation Principles into Girls United Curriculum in Rural Kenya
Authors:
Olivia Gaston OT/s, Augusta Polhemus OTD, OTR/L
Abstract:
Few curricula address both trauma sensitivity and emotional regulation, particularly for students in rural Kenya. This project integrated trauma-informed care (TIC) and mindfulness principles into the Girls United curriculum at Flying Kites Academy (FKA) and its partner schools. Using a modified Delphi method, a survey was disseminated to 104 stakeholders who evaluated the revised curriculum for relevance, cultural appropriateness, organization, and other areas of effectiveness. Qualitative and quantitative feedback highlighted areas for improvement, including resources on trauma, emotional regulation, classroom management, and violence prevention. Following targeted adaptations and resource development, the curriculum was re-evaluated through a stakeholder focus group and final survey. Feedback confirmed the program’s accessibility, cultural relevance, and capacity to empower both students and staff, culminating in approval for implementation at FKA and partner schools.
Key Words:
Trauma-informed care, emotional-regulation, resilience