Pre-Service Training in Trauma-Informed Care for Educators: Exploring Changes in Knowledge, Attitudes, and Preparedness

Abstract

As trauma exposure is highly prevalent among children and adolescents, educators are in a key position to deliver trauma-informed care (TIC) in school settings. However, few undergraduate teacher education programs provide sufficient education to emerging educators in trauma and its impact on child development and in TIC. As a result, many pre-service educators feel unprepared to meet the needs of students with trauma-related emotional and behavioral challenges. The current study aims to explore a cohort of pre-service educators’ previous experiences with training in trauma and TIC, as well as to examine the impact of a basic training curriculum on their knowledge and attitudes related to trauma and TIC. Findings of the study show that most pre-service educators received little to no previous training in trauma and TIC. However, participating in a basic trauma training curriculum shows promise in building foundational knowledge and positive attitudes towards integrating TIC in the classroom.