A Drop in an Overflowing Bucket: Trauma Training for Preschool Educators; A phenomenological Case Study

Abstract This qualitative phenomenological case study examined the State Change trauma training program and how it supported preschool teachers through the experience of the COVID-19 pandemic. Through observational data from a teacher training and three semi-structured interviews (two State Change facilitators and one preschool teacher participant) a variety of categories were created examining: Initial changes in COVID, Continued Absence of Support, Training in the Private Sphere, and Making Trainings Accessible. Overall, the training was concluded to be beneficial for participants in helping them understand what trauma behaviors might look like in their students and discuss some behavioral scenarios they were experiencing. Larger systemic issues (low staff attrition, high burnout rates, etc.) and other concerns (over pathologizing) which influenced the training effectiveness were analyzed. Recommendations for future trainings and research were also discussed.