Building Trauma-Informed Leadership: A Faculty-Guided Undergraduate Action Research Project In Early Childhood Education

This article presents a faculty-guided undergraduate action research project that focuses on advancing trauma-informed practices and social-emotional learning (SEL) in early childhood education. Rooted in a strong theoretical framework that encompasses Bronfenbrenner’s Ecological Systems Theory, Attachment Theory, Erikson’s Psychosocial Development, and the Adverse Childhood Experiences (ACEs) framework, the study addresses the urgent need for early educators to be equipped to support children experiencing trauma. Through a collaborative model that bridged university coursework and real-world engagement, an undergraduate student led a professional development initiative at a university-affiliated early learning center. The project employed a pre-survey and post-survey methodology to assess the effectiveness of the intervention among 19 early childhood professionals, including teachers, administrators, and support staff. Findings indicated significant increases in educator confidence, trauma-related knowledge, and understanding of the importance of family engagement. Notably, the percentage of participants who felt “extremely comfortable” supporting learners struggling with self-regulation early learners rose markedly following the intervention, and the majority reported an enhanced understanding of ACEs and SEL strategies. The article reveals a significant shift in the participating early childhood professional regarding self-care and the need of family partnerships in behavioral support—two key elements of trauma-informed care. The influence on early childhood educators is highlighted as well as the need for high-impact practices in undergraduate leadership development in education. The student investigator demonstrated competencies in research design, professional communication, problem-solving, and scholarly dissemination. Participation in regional and national conferences further expanded the student’s academic and professional identity. These experiences underscored the value of embedding service learning, action research, and mentorship in early childhood teacher preparation programs. Ultimately, this study reinforces the significance of sustained, reflective, and context-specific professional development for early childhood educators. It also reveals how faculty-student partnerships grounded in equity and community engagement can yield dual benefits: enhancing practice in early learning environments and equipping emerging leaders in the field. The authors conclude by emphasizing that trauma-informed education with a link to early childhood education, when aligned with collaborative inquiry, can transform both pedagogy and leadership pathways in early childhood education.