The intersection of trauma with social, cultural, and historic inequities: Meeting the needs of marginalised students in Irish primary schools.

This article examines the perspectives of ten primary school principals in the Republic of Ireland on supporting students from marginalized communities who have experienced trauma, including those from the Traveller community, care-experienced children, students facing poverty, and refugee or asylum-seeking backgrounds. The study highlights core elements identified by principals for effective trauma-informed practice, such as empowering families, fostering positive relationships, strong leadership, and meeting students' individual needs within their socio-cultural contexts. Challenges include an overreliance on medicalized models of trauma, social and structural inequalities, inadequate training and support for staff, and the impact of trauma on educators themselves. The findings emphasize the need for systemic changes that incorporate intersectionality, cultural competence, and social justice principles, with educational psychologists playing a key role in promoting trauma-informed, culturally responsive approaches that address both individual and systemic factors affecting students' wellbeing and educational outcomes.