From Knowledge to Application: A Mixed-Methods Examination of Preservice Teacher Perspectives on Trauma-Informed Practice

• In Event: Social and Emotional Learning and Educator Preparation

Abstract

The prevalence and consequences of trauma are well-documented. Teachers can ameliorate the effects of trauma, although studies are mostly in K-12 contexts. This explanatory sequential mixed-methods study examined pre-service teachers’ knowledge, beliefs, and attitudes toward trauma-informed practices (TIP) and experiences shaping their knowledge, beliefs, and attitudes. Quantitative results demonstrated that pre-service teachers (n = 67) have a positive attitude toward TIP. Qualitative interviews (n = 8) revealed that classroom experiences were the most salient learning experiences for trauma, most pre-service teachers desired more knowledge about TIP, and secondary traumatic stress is generally not understood. Implications include identifying and studying the practices that can be labeled as trauma-informed and making explicit connections between pre-service teacher practica experiences and TIP.

Author

• Jennifer Darby, Chesterfield County Public Schools