Exploring Attitudes Related to Trauma-Informed Care Among Teachers in Rural Title I Elementary Schools

Abstract

Teachers and schools have important roles in addressing childhood adversity and trauma. Research over the last twenty-five years indicates that adverse childhood experiences (ACEs) are a significant public health issue (Felitti et al., 1998). Creating trauma-informed schools that help buffer the widespread experience of trauma involves providing training to teachers focused on fostering strong relationships with students and creating an environment of safety. The purpose of this study was to examine how personal trauma histories, school-level professional development training, and professional quality of life (compassion satisfaction, burnout, and secondary traumatic stress) were related to attitudes toward trauma-informed care among elementary school teachers in rural Title I schools. A hierarchical regression was utilized to analyze the data collected from 147 teachers. Results and implications are discussed.