The Impact of Trauma on PK-1st-Graders: Educator Perspectives

The goal of the current study was to explore the viewpoints of PreK to 1st-grade teachers in two rural state school districts in the southeastern United States regarding their roles in working with 3- to 6-year-old students exposed to child trauma. This study examined teachers’ perceptions of social-emotional learning, experiences identifying and responding to dysregulated children, and ways of receiving support through their school network. These insights from the 12 veteran teachers who participated are important because they aided in increasing support for trauma-informed classrooms and social-emotional learning. The results of this phenomenological study reflected that maladaptive behaviors have increased since the start of the COVID-19 pandemic. Further, there has been a heightened need for teachers to work innovatively to support students’ academic progress and success. Lastly, the results indicate that teachers need further training in their undergraduate programs. The results of this article are discussed in terms of the important need for early childhood educators to receive support and training from teacher preparation programs to prepare them to engage with trauma-affected students, and for school administrators to offer ongoing training and support.