Lessons Learned from Implementing a Culturally Responsive, Trauma-Informed Training Series

Abstract

The current study investigated educators’ perceptions and experiences of a culturally responsive, trauma-informed training series with teachers from three elementary schools. An inductive thematic analysis was employed to examine qualitative data from post-workshop surveys. The findings underscore three main themes: educators’ sentiments toward workshop content and delivery, feelings of defensiveness and discomfort regarding race-related discussions, and a desire for practical implications and tangible strategies for implementation. Themes were integrated into lessons learned, which highlighted the importance of assessing educators’ readiness for training, bridging the gap between theory and practice, presenting workshops in alignment with their principles, and acknowledging the non-linear nature of the journey toward culturally responsive, trauma-informed practice. These insights inform recommendations for future professional development efforts, emphasizing the need for ongoing collaboration, reflection, and adaptation to cultivate inclusive, equitable learning environments.