The Development of Teacher Trauma Literacy: The Role of Self-Efficacy and Professional Learning

• In Event: Contemporary Issues in Developmental Psychology

Abstract

This study explored the mental health/trauma literacy, self-efficacy and professional knowledge of elementary classroom teachers. Participants were 139 teachers who completed a mental health and trauma literacy assessment and also reported their teacher self-efficacy and knowledge gained from professional development to support children who may have experienced trauma. Teachers reported only moderate (mid-scale) mental health literacy scores, while trauma literacy was significantly lower. Half of all teachers had received formal mental health training while fewer than half had received childhood trauma training. Higher levels of mental health and trauma literacy were associated with higher self-efficacy, professional learning, and professional experience teaching children in their classes. The implications for the development of classroom teacher trauma and mental health literacy are discussed.

Authors

• Kate Belinda Eastman, Macquarie University

• Anne Louise McMaugh, Macquarie University