A Survey of Early Childhood Educators’ Perceived Preparedness to Meet the Needs of Children Who Have Experienced Trauma

Abstract

Childhood trauma is a global health priority that is steadily increasing with estimates of 25-50% of children affected. Those children are entering educational settings and often present difficulties with cognition, self-regulation and/or social process. Early childhood teachers, early childhood special education teachers, related special education personnel, administration, and support staff may not be adequately prepared to meet the needs of these learners. There is extensive research on how trauma impacts a developing child but little research on teacher preparedness. This study used a survey design to explore the perceptions of early intervention professionals related to supporting children impacted by trauma. Results showed that while nearly all surveyed had knowingly worked with children impacted by trauma, less than half of them received any pre-service training on the topic. Additional perceptions of teachers and implications for the field are discussed; specifically, as they pertain to pre-service and in-service preparation for working with children impacted by trauma.