Teachers' Adverse Childhood Experiences and Secondary Traumatic Stress in the Context of Trauma-Informed Professional Development

• In Event: AERA Roundtable Session 8
  In Roundtable Session: Early Childhood Teacher Development

Abstract

While much attention has focused on the impact of trauma on children, minimal attention has been given to the traumatic experiences of those who teach them. Research suggests nurturing caregivers/teachers can mitigate the consequences of trauma for young children, yet there is increasing evidence of a relationship between educators’ Adverse Childhood Experiences (ACEs) and the social emotional climate in their classrooms. Based on a national needs-assessment and implementation of a Trauma-Sensitive Pedagogy curriculum, we present a pioneering effort to document educators’ own ACEs and/or experiences with Secondary Traumatic Stress as the basis of a trauma-informed model for professional development. The model includes targeted supports above and beyond typical self-care strategies that are often promoted across trauma-informed practices.

Authors

• Christy Tirrell-Corbin, University of Maryland - College Park

• Carlomagno Panlilio, The Pennsylvania State University