Examining Safety Concerns in Early Childhood Education: Implications for Children’s Socio-Emotional Well-being

• In Event: AERA Roundtable Session Saturday 7:45 am - Gold 3
  In Roundtable Session: Examining Social Emotional Development in Early Childhood and through Parenting

Abstract

Adopting the Trauma-Informed Care framework, the study explores how environmental and relational safety concerns in Ghanaian Early Childhood Education settings affect children’s socio-emotional well-being and learning engagement. Using a qualitative instrumental multiple case study design, data was collected through semi-structured interviews with sixteen public ECE teachers across eight schools. Thematic analysis revealed two key environmental safety issues: infrastructural deficiencies, such as unstable roofing and open compounds near busy roads, and natural threats like snake intrusions and extreme weather. Relational safety concerns emerged in the form of bullying, peer aggression, and emotionally inconsistent teacher practices affecting children’s socio-emotional well-being. Findings underscore the need for trauma-informed practices, infrastructure improvements, and emotionally responsive supervision to ensure a secure and supportive children’s learning environment.

Authors

• Isaac Awortwe, University of Texas at Austin

• Dandan Liang, University of Houston

• Xin Li, University of Houston

• Habibah Nabuuma, University of Houston