“We Understand, But Need Support”: Teachers’ Perspectives on Trauma-Informed Practices in Universal Transitional Kindergarten

• In Event: Mental Health and Resilience across Developmental Contexts

Abstract

This qualitative study explores trauma-informed practices (TIP) in California’s Universal Transitional Kindergarten (UTK), addressing gaps in existing frameworks through teachers’ lived experiences. Using inductive thematic analysis of semi-structured interviews with 21 UTK teachers, two central themes emerged: current trauma-informed strategies and essential support for effective implementation. Teachers actively incorporated empathy, inclusivity, family-school communication, and caregiving roles beyond academics. However, significant barriers included limited professional development, insufficient collaboration, and substantial secondary traumatic stress. Findings reveal gaps between current TIP implementation and necessary systemic support structures, emphasizing urgent needs for structured interdisciplinary collaboration, targeted professional training, and dedicated resources for teachers’ well-being. The study contributes empirical insights informing theory, practice, and policy, promoting effective and sustainable trauma-informed educational environments for young children.

Authors

• Ella Rho, University of Maryland

• Krandhasi Kodaiarasu, University of Maryland

• Chunyan Yang, University of Maryland

• Xueqin Lin, University of California - Berkeley

• Quennie Dong, University of California - Berkeley

• Rebecca Cheung, University of California - Berkeley