Building Trauma-Informed Readiness in Preservice Teachers for Refugee Multilingual Learners Through Workshop Intervention

• In Event: Reimagining Language Teaching: Wellness, Identity, & Equity in Professional Learning

Abstract

As refugee multilingual learners (MLLs) increasingly enter U.S. classrooms, there is an urgent need to prepare teachers to address trauma-impacted backgrounds. This session presents findings from a design-based study investigating preservice teachers’ readiness for trauma-informed instruction (TII) through an 8-week workshop embedded in a teacher education course. Participants explored the effects of trauma, its impact on the brain and body, trauma-responsive practices, self-care strategies, and refugee-related knowledge through weekly sessions. A mixed-methods approach was used, including pre- and post-surveys, interviews, observations, and document analysis. Findings revealed increased awareness, confidence, and nuanced understandings of TII post-intervention. However, barriers such as institutional support and practical application remain. This study offers a replicable model and calls for greater TII integration in teacher preparation programs.

Author

• Jihee Im, Washington State University