It’s just about helping them feel safe : exploring the impact of a trauma-informed care group for pre-service teachers

Efforts to support students with experiences of trauma have been ascendant in the discourse of pedagogy and classroom management, many of which are called “Trauma-Informed Care” (TIC). Emerging research indicates that TIC constitutes a valuable resource for educators amid interpersonal challenges in the classroom. Relatively little research has explored the utility of TIC training for pre-service teachers, who already receive education in pedagogy and classroom management. The following study is a quasi-experimental, mixed-methods research design involving a three-session group giving pre-service teachers education in TIC and its application. Both qualitative and quantitative data were collected and analyzed to determine what effect the group sessions had on participants' knowledge of TIC and their understanding of trauma in the classroom. Results from participants in the intervention group show a shift in attitudes related to TIC characterized by factors including a deeper understanding of trauma and endorsement of biologically-informed skills to use in the classroom. Future directions suggest collaborative research between counselors, teacher trainers, and student teachers that help bridge TIC and trauma-informed pedagogy.Educational Psycholog