Assessing the Impact of Professional Development on Teacher Attitudes Toward Trauma-Informed Care

• In Event: Supporting Teacher Occupational Health

Abstract

The adoption of trauma-informed practices in schools is a significant and growing area of school reform efforts. It has been assumed that professional development aimed at influencing teacher attitudes toward trauma-informed care in schools while providing instruction and support in implementing trauma-informed practices positively impacts students. This theory has not been widely substantiated, and there is little research documenting the impact of trauma-informed professional development on teacher attitudes toward trauma-informed care. This preliminary study utilized teacher scores on the Attitudes Regarding Trauma-Informed Care (ARTIC-10, school version) before and after a year-long program providing intensive professional development and collaboration in this area. Findings raise questions about the impact of professional development on teacher attitudes and the subsequent impact on students.

Authors

• Stacy Gherardi, New Mexico State University

• Allison Stoner, New Mexico State University