ASSESSING NORTH CAROLINA PRE-K TEACHERS’ KNOWLEDGE, CONFIDENCE, AND EXPERIENCE ON TRAUMA INFORMED CARE

Abstract

The purpose of this study was to assess the knowledge, confidence teachers have in their actions with their students who have experienced trauma, and training received and wanted by NC Pre-K teachers on trauma-informed care. Quantitative data was collected utilizing a standardized Primary Early Childhood Educators Trauma-Informed Care Survey for Knowledge, Confidence, and Relationship Building scale (PECE-TICKCR, 2017). All participating NC Pre-K teachers (n=68) were females and had a 4-year degree in early childhood or other related field. Teachers’ knowledge related to trauma and their confidence in their own actions were highly correlated. However, teachers showcased they were most knowledgeable about the impact trauma has on students behavior with a mean of (3.93), compared to three other items on knowledge such as resources available to students and families who have experienced trauma (M=3.15), steps to take once a student is identified as experiencing trauma (M= 3.28), and steps to take if a student is suspected has experienced trauma (M=3.32). Similarly, observed means on the confidence scale revealed that teachers felt most confident in their ability to be positive with their students (M=4.31), compared to three other items on confidence like taking appropriate steps if a student is suspected of experiencing trauma (M=3.53), making behavioral observations when interacting with students (M=3.59), and taking steps to support students who have experienced a traumatic event (M=3.59). Further teachers who have experience working with children of trauma were more knowledgeable about TIC and also more confident in their actions as they worked with students on a daily basis compared to teachers who have never worked with children who are experiencing or have experienced trauma. Teachers continue to express interest in receiving more training on topics related to TIC. The study findings have implications for both, teacher preparation programs and teacher professional development and training, both at the pre-service and in-service training levels.