Montessori, the White Cross and Trauma-Informed Practice

Lessons for Contemporary Education

Authors

DOI:

https://doi.org/10.17161/jomr.v8i1.15767

Keywords:

Montessori, the White Cross, Trauma-informed, Childhood Adversity/Trauma, Education

Abstract

Childhood adversity and trauma are pervasive and have powerful, far-reaching consequences for health and well-being. Recent years have seen increased recognition of the need for trauma-informed practice, which aims to promote understanding, healing, and the prevention of retraumatization. Historical data show that the early Montessori schools were known internationally as healing schools, wherein children affected by adversity or trauma were apparently healed on a considerable scale. This study presents the findings from a documentary analysis of three primary sources, namely, Maria Montessori’s own original accounts, eyewitness accounts, and media reports pertaining to this healing aspect of the early Montessori schools. The findings demonstrate that, first, from the beginning of her career, Montessori worked with children who had experienced significant exposure to adversity or trauma, second, that her Montessori Method was shown to affect healing or recovery in these children, and third, that her long involvement with trauma-affected children directly led to her later attempts to set up an organization to be called the White Cross, which was to incorporate, among other things, a trauma-informed course for teacher–nurses. In this innovative approach to Montessori studies, we argue that Montessori was ahead of her time, that her work is even more relevant today in the context of adversity and trauma research, and that her methods, principles, and approaches may be harnessed and used in ways that promote trauma-informed practice in contemporary education settings.

Author Biographies

  • Bernadette Phillips, Maynooth University

    Bernadette Phillips is a PhD candidate at Maynooth University, Ireland. Her research, which is funded by the Irish Research Council, focuses on Montessori schools as healing environments. Correspondence concerning this article should be addressed to Bernadette Phillips, Department of Education, Maynooth University, Ireland. Email: bernadettemmphillips@gmail.com

  • Catriona O'Toole, Maynooth University, Ireland

    Catriona O’Toole is a chartered psychologist and an assistant professor in the psychology of education at the Department of Education, Maynooth University, Ireland. She has a particular expertise in school-based, trauma informed practice and mental health promotion.

  • Sinéad McGilloway, Maynooth University

    Sinéad McGilloway is a professor and founder director of the Centre for Mental Health and Community Research at the Department of Psychology at Maynooth University, Ireland. Her research focuses on the well-being of children and families.

     

     

  • Stephen Phillips

    Stephen Phillips is an independent researcher of Montessori education. He is currently a deputy manager, practitioner, and special educational needs coordinator in a large after-school setting.

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Published

2022-05-15

How to Cite

Phillips, B., O'Toole, C., McGilloway, S., & Phillips, S. (2022). Montessori, the White Cross and Trauma-Informed Practice: Lessons for Contemporary Education. Journal of Montessori Research, 8(1). https://doi.org/10.17161/jomr.v8i1.15767