Educator stress and the use of trauma-informed practices in an urban Head Start center

• In Event: Looking out for teachers who are looking after our children: Examining teacher stressors and supports

Abstract

Introduction

Millions of young children are exposed to potentially-traumatic events (PTEs) before kindergarten (Briggs-Gowan et al., 2010). Exposure to PTEs at a young age has social-emotional and academic impacts (Chen et al., 2020). Disruptions to early childhood education (ECE) programming related to the COVID-19 pandemic have likely increased PTE exposure for children, particularly those from historically marginalized communities of color (Humphreys et al., 2020). As young children return to in-person learning or attend preschool for the first time, there is a pressing need to disseminate trauma-informed care (TIC) training that includes an emphasis on self-care for ECE educators. Additionally, understanding how TIC training translates to practice change in ECE classrooms is paramount. There is a gap in ECE research as it relates to the measurement of TIC practice in ECE classrooms.

The goals of this pilot study were to: (1) train and provide coaching in TIC for ECE educators in Chicago and, (2) measure ECE educators’ TIC practice change and stress in real time using Ecological Momentary Assessment (EMA) (Shiffman et al., 2008).

Hypotheses

We hypothesize that ECE educators will demonstrate increased knowledge of TIC practices after training. Next, we hypothesize that concrete social-emotional strategies (e.g., feeling word talk) will be implemented more frequently compared to complex relational strategies (e.g., reflective listening). We expect educator stress will make implementation of TIC strategies more difficult.

Study Population

Four Head Start educators (female, 75% Hispanic) participated in this study. Children served were between the ages of 3-5-years-old and resided in historically underserved communities. These communities experience high levels of poverty and violence and include primarily families from minoritized groups.

Methods

Educators received three foundational trauma trainings and were coached on the use of TIC practices using the Ready to Learn through Relationships (RLR) Toolkit (Center for Childhood Resilience, 2019). The RLR Toolkit was designed to support ECE educators to implement culturally attuned trauma-informed social-emotional practices and includes both universal (e.g., predictable routines) and more intensive supports (e.g., use of a calm space when upset). The Toolkit has four modules: Safe Environment, Provider Self-Care, Emotion Regulation, and Relationships.

In the fall and spring, educators completed a trauma knowledge survey and an EMA survey that was sent to their phones three times a day (morning, midday, afternoon) for five days to directly assess in-the-moment use of RLR practices and stress.

Preliminary Results

Post-training, educators reported a slight increase in trauma knowledge, preparedness, and in the likelihood of using a trauma-informed lens (see Table 1). Educators reported implementation of more TIC strategies in the fall compared to the spring. However, by the spring, educators were more likely to implement complex relational strategies (e.g., Reflective Listening; Table 2).

At both timepoints, educator-reported stress was highest at midday. The calm corner was also most frequently implemented at midday, suggesting that higher educator stress may make it more difficult to implement proactive TIC strategies (e.g., Give Choices). Additionally, in the fall, increased stress was significantly associated with a decrease in strategies to build relationships (r= -.45, p< .05).

Authors

• Jaclyn Russo, University of Virginia - Charlottesville
  Presenting Author

• Karen R. Gouze, Ann & Robert H. Lurie Children’s Hospital of Chicago

• Carmen Holley, Ann & Robert H. Lurie Children’s Hospital of Chicago

• Caroline Kerns, Ann & Robert H. Lurie Children’s Hospital of Chicago

• Margaret Erin Meldrum, Ann & Robert H. Lurie Children’s Hospital of Chicago