Embedding Trauma-Informed Care into an Early Childhood Special Education Program

• In Event: Approaches to Trauma-Informed Teaching in Early Childhood Education: Responding to Childhood Adversity Through Pedagogical Change

Abstract

Objectives: There is a growing recognition of the need for trauma-informed care (TIC) in early childhood teacher preparation programs, as young children are increasingly exposed to adverse experiences that can negatively impact their development and learning. Educators play a critical role in recognizing and responding to trauma-related behaviors, yet many enter the workforce without adequate training to support children affected by trauma (Bartlett et al., 2017; Corr et al, 2019; Chudzik, 2024). Trauma-informed preparation has the potential to equip future early childhood teachers with the knowledge and skills to create safe, supportive environments that foster resilience and emotional regulation in young learners (Chafouleas et al., 2016). Thus, programs can better prepare educators to meet the diverse needs of their students and reduce the risk of re-traumatization in classroom settings (Overstreet & Chafouleas, 2016). This paper will present preliminary data related to the Trauma-Informed Early Intervention, Early Childhood Special Education, and Social Work program (TI3). Data from the program evaluation, including the design and planning, implementation, and sustainability phases, will be presented.

Framework: Equity-centered trauma-informed care (ECTIC) offers a powerful framework for fostering inclusivity by acknowledging how systemic inequities intersect with individual experiences of trauma. Unlike traditional TIC models that focus solely on individual adversity, an equity-centered approach emphasizes the importance of understanding and addressing the broader sociopolitical contexts that contribute to trauma, particularly for marginalized communities (Carello & Butler, 2015). This framework was used to design experiences for pre-service educators and care providers to not only recognize the signs of trauma but also to critically reflect on their own biases, disrupt exclusionary practices, and create environments where all individuals feel seen, valued, and supported.

Data Sources: The TI3 program evaluation utilized a mixed-methods approach to assess its effectiveness in preparing ECSE candidates for diverse and inclusive classrooms. Quantitative data were collected through pre- and post-surveys measuring teacher candidates’ knowledge, attitudes, and self-efficacy related to TIC. Qualitative data included focus groups with students, interviews with program faculty, and reflective journals/assignments submitted by candidates during their field placements. Program graduates and their employer feedback were also incorporated to gauge long-term impact and workforce readiness. By triangulating these varied data sources, the evaluation offered a nuanced understanding of program strengths as well as areas for improvement.

Results: Early childhood is a critical period for brain development and emotional regulation, making TIC especially impactful for long-term outcomes for children with and without disabilities. Evaluation data from the Ti3 program indicate that students report increased confidence in managing classroom behaviors, building supportive student relationships, and implementing inclusive TIC strategies. Moreover, graduates of the TI3 program are highly sought after by schools prioritizing equity and student mental health, demonstrating the real-world value of a comprehensive TIC approach in teacher education.

Significance: This project contributes to emerging scholarship on preparing teachers to support young children who have experienced trauma and children with disabilities. Early findings suggest pre-service teachers can benefit from TIC being thoughtfully embedded into existing teacher preparation programs.

Author

• Catherine Corr, University of Illinois at Urbana-Champaign