What Influences Early Childhood Special Education Teachers’ Use of Trauma-Informed Practices in Pyramid Model Classrooms?

Abstract

The need for trauma-informed care in early childhood special education settings is well established. Previous research has suggested that training is a primary driver for use of trauma-informed care. However, not all U.S. states require training on trauma-informed care, suggesting that other factors might be influencing early childhood special education teachers’ use of trauma-informed care. Therefore, the purpose of this study was to explore what is influencing how early childhood special education teachers in Pyramid Model sites use trauma-informed care. In this qualitative research study, we recruited twelve early childhood special education teachers from Pyramid Model implementation sites to participate in two semi-structured interviews. We identified five main factors that participants shared as influences on their use of trauma-informed care: (a) school curriculums and frameworks, (b) experiences with children and families, (c) personal experiences with trauma, (d) previous training, and (e) colleagues. Implications for research, practice, and policy are discussed.

Keywords

preschool trauma pyramid model trauma-informed care

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