Early Childhood Educators' Adversity and Risk for Secondary Trauma When Teaching Children With Prior Trauma

• In Event: AERA Poster Session 13
  In Poster Session: Supporting Young Children's Learning and Development

Abstract

The negative impact of early adversity on children’s educational and developmental outcomes highlight the need for education-focused prevention during the early childhood period. Early childhood educators (ECE) can help mediate the consequences of these early adversities by offering stable and safe spaces for children to grow and learn. Despite the increase in trauma-informed practices, however, little attention has been given to educators’ traumatic experiences that potentially influence their interactions with students. Results of our national survey showed that ECE’s own early adversity, education, and work with students who experienced natural disasters or complex trauma significantly increased secondary trauma. Prior trauma-related PD did not have any impact on secondary trauma. These led to the development of our Trauma Sensitive Pedagogy Model.

Authors

• Christy Tirrell-Corbin, University of Maryland - College Park

• Carlomagno Panlilio, The Pennsylvania State University

• Amanda Ferrara, The Pennsylvania State University