Trauma-Informed Care: The Professional Development Needs of Early Childhood Special Education Teachers

It has been well documented that experiencing trauma impacts all aspects of child development. Young children experience trauma at high rates, and children with disabilities are at an increased risk of experiencing trauma. One way to mitigate the effects of trauma is through the implementation of trauma-informed care, which requires a well-trained workforce. Yet, to date, minimal research has been conducted about the professional development needs of early childhood special education (ECSE) teachers related to trauma. The purpose of this qualitative study was to understand ECSE teachers' professional development needs related to trauma and trauma-informed care. Eighteen ECSE teachers participated in interviews. Results indicate that while ECSE teachers are familiar with the basics of trauma-informed care, more training is needed, specifically in the areas of working with families, implementing trauma-informed classroom strategies, and supporting children with disabilities who have experienced trauma.

Automated summary

It is well known that trauma affects all aspects of child development, especially young children and children with disabilities. Implementing trauma-informed care can help mitigate the effects of trauma, but there is limited research on the professional development needs of early childhood special education (ECSE) teachers in this area. This qualitative study aimed to understand ECSE teachers' professional development needs related to trauma and trauma-informed care. Interviews with 18 ECSE teachers revealed a need for more training in working with families, implementing trauma-informed classroom strategies, and supporting children with disabilities who have experienced trauma.