Abstract

The maltreatment of children is currently a global health priority (Chamberlain et al., 2019). By the age of 16, over two-thirds of children report having experienced at least one traumatic event (Toof et al., 2020). Exposure to childhood trauma can negatively impact brain development, leading to problems functioning across community, home, and school settings (Burke Harris, 2018). In response, the Substance Abuse and Mental Health Services Administration developed a framework for trauma-informed care to address the significant impact of trauma on individuals (Loomis, 2018). However, few studies exist that explore the use of trauma-informed care practices in early childhood education settings (Bartlett, 2021). Considering the benefits linked to early intervention and trauma-informed care practices, it is important to address the lack of research and training surrounding trauma-informed care within the context of early childhood education. A multiperspectival interpretative phenomenological analysis was employed for this study in order to explore early childhood educators' experiences with trauma-informed care training. Based on the results of this analysis, educators described trauma-informed care training and implementation as fragmented, misaligned with early childhood needs, and emotionally taxing without systemic support. Participants emphasized that meaningful trauma-informed care requires coordinated, schoolwide efforts that include developmentally appropriate training, emotional and procedural support, and cross-role collaboration.

Degree

EdS

College and Department

David O. McKay School of Education; Counseling Psychology and Special Education

Rights

https://lib.byu.edu/about/copyright/