Purpose The purpose of this study is to explore how in-service teachers understand and implement trauma-informed practices in linguistically and culturally diverse classrooms, with a specific focus on immigrant English Language Learners (ELLs). By analyzing reflective responses from participants engaged in an international professional development series, the research aims to identify effective strategies, perceived challenges and areas needing further support. The study seeks to inform the design of professional learning models that integrate trauma-informed, culturally responsive and SEL-based frameworks, ultimately contributing to more inclusive, healing-centered pedagogies that address the complex needs of trauma-impacted multilingual students. Design/methodology/approach This study employed a qualitative case study methodology to examine how 12 in-service teachers in New York conceptualize, implement and identify needs related to trauma-informed pedagogy for immigrant English Language Learners (ELLs). Participants engaged in a four-part professional development series co-designed with an international trauma-informed consultancy based in Melbourne, Australia. Data collection consisted of structured reflective writings submitted after each session. Through inductive coding and cross-case thematic analysis, the study explored educators’ evolving understandings, immediate classroom applications and perceived challenges. This approach emphasized educator voice while grounding findings in real-world professional learning contexts. Findings Findings revealed that participants developed a more nuanced understanding of trauma as subjective and context-specific, shifting from deficit-based to strength-based perspectives. Educators embraced low-barrier strategies such as brain breaks and affirmation practices as immediately implementable. However, they identified challenges in applying more intensive supports, like individualized student plans, due to time and resource constraints. The study highlights the importance of a tiered approach to trauma-informed pedagogy, mirroring RTI frameworks and emphasizes the need to differentiate trauma-informed strategies from general culturally responsive practices. Participants expressed a strong need for ongoing, targeted professional learning to support ELLs with trauma histories. Research limitations/implications This study points to the need for expanded research on trauma-informed pedagogy tailored to linguistically and culturally diverse learners, particularly immigrant ELLs. Future research should explore the long-term impact of tiered trauma-informed practices on both student outcomes and teacher efficacy. Additionally, studies should investigate how integrated frameworks – combining trauma-informed, SEL, and culturally responsive practices – can be adapted across different educational contexts. There is also a need to develop validated tools for assessing teacher preparedness and the fidelity of implementation. Research exploring cross-national collaborations may further inform scalable, culturally grounded professional development models that address the global nature of trauma and migration. Practical implications The study underscores the need for professional development programs that clearly differentiate between universal, targeted and intensive trauma-informed strategies, helping educators implement practices appropriate to their classroom contexts. Practical, low-lift interventions – such as brain breaks, structured routines and relationship-building activities – can be quickly adopted and have an immediate impact. However, more complex interventions require systemic support and collaboration. Schools should prioritize tiered trauma-informed frameworks aligned with response to intervention (RTI) models and integrate culturally and linguistically responsive practices. Equipping educators with these tools supports both emotional well-being and academic engagement of immigrant ELLs, fostering safer, more inclusive and healing-centered learning environments. Social implications This study highlights the broader social responsibility of schools to serve as inclusive, healing-centered spaces for immigrant students affected by trauma. By promoting trauma-informed pedagogies that are culturally and linguistically responsive, educators can counteract systemic inequities, reduce retraumatization and affirm students’ identities. Implementing these approaches contributes to a more compassionate and equitable educational landscape, particularly amid global migration and socio-political instability. When schools recognize and respond to the emotional and linguistic needs of immigrant ELLs, they help foster resilience, belonging and academic success – ultimately advancing social justice and educational equity in increasingly diverse communities. Originality/value This study offers a novel contribution by examining trauma-informed pedagogy specifically through the lens of immigrant English Language Learners (ELLs), an area underexplored in current research. It uniquely integrates trauma-informed, culturally responsive and SEL frameworks within a tiered model, providing a practical structure for educators. The international collaboration with an Australian trauma-informed consultancy adds a transnational perspective, enriching the professional learning experience. By centering educator reflections, the study highlights real-world applications and challenges, offering valuable insights for designing professional development that is both contextually grounded and equity-driven – filling a critical gap in trauma-informed educational research for multilingual learners.
Jordan González (Wed,) studied this question.