Trauma-Informed Practices in Transitional Kindergarten: A Multiple Case Study Exploring Teachers' Perspectives and Implementation Challenges

• In Event: Challenging Behaviors, Expulsion, and Trauma-Informed Practices

Abstract

This paper explores trauma-informed practice in early childhood education, particularly in transitional kindergarten classrooms. Despite its importance, empirical studies on trauma-informed teaching and teacher education in early childhood education are limited. This study examines how teachers understand and integrate trauma-informed practice using the SAMHSA trauma-informed framework. The participants, five transitional kindergarten educators in California, discussed their experiences and perspectives through online semi-structured interviews. Thematic analysis revealed facilitators and practical and systemic barriers for trauma-informed practices. Understanding these challenges can inform teacher education and support systems to enhance trauma-informed practices in early childhood education, promote resilience and well-being among young children affected by trauma, and address disparities in adverse childhood experiences among diverse student populations.

Authors

• Quennie Dong, University of California - Berkeley

• Makeda Mayes, University of California - Berkeley

• Xueqin Lin, University of California - Berkeley

• Namjoo Kang, University of California - Berkeley

• Chunyan Yang, University of Maryland