Teachers’ Perceptions, Awareness, And Responses to Students with Childhood Trauma

Abstract

The purpose of this correlational study was to explore the relationship between trauma training, education, experience and teacher self-efficacy, and teachers’ self-reported perceptions of student behavior, awareness of trauma symptoms, and response to behaviors of students with trauma history. All participants were K-12 teachers currently employed in a large, urban district in the northeast United States. Three multiple regression analyses were conducted; each analysis used the predictor variables educator trauma training, education, experience, and self-efficacy scores. This research study found a significant positive correlation between teachers’ sense of self-efficacy and trauma awareness and responses when teaching traumatized children.