An Exploratory Study of Preservice Teacher Perception of Adverse Childhood Experiences

• In Event: Exploring Teachers' Social-Emotional Learning

Abstract

Adverse childhood experiences (or ACEs) can affect how students interact with school. There are studies that explore the effects of ACEs on childhood, but there are very few studies of trauma-informed education for educator preparation programs (or EPPs). There is scant research on the perceptions of preservice teachers pertaining to their knowledge and understanding of ACEs and how these might affect their teaching. Therefore, the purpose of this study was to gather and analyze data on preservice teachers’ perceptions and exposure to knowledge and training on ACEs and trauma-informed education. Findings from this collaborative study between social work and education researchers can be used to improve trauma-informed education for preparing preservice teachers before student teaching.

Authors

• Adam I. Attwood, Austin Peay State University

• Zachary T Barnes, Austin Peay State University

• Porter Jennings-McGarity, Austin Peay State University

• John Robert McConnell, Austin Peay State University