ArticleJournal of child & adolescent trauma2026
The Trauma-Informed Attitudes and Practices of Early Childhood Special Education Teachers: A Mixed Methods Exploration.
Article in Journal of child & adolescent trauma, 2026. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Not yet cited in PubMed.
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Authors and funding
3 authors.
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Abstract
Young children with disabilities experience trauma at high rates. Early childhood special education teachers play a critical role in supporting these children through the use of trauma-informed care. This study explored early childhood special education teachers' trauma-informed attitudes and practices. Twelve early childhood special education teachers in one Midwestern state participated in this study. A mixed methods study was conducted, with participants completing a survey to measure trauma-informed attitudes and participating in interviews to explore trauma-informed practices. Participants were aware of the impact of trauma on the children in their class and described various factors that impacted their use of trauma-informed care. Implications for research and practice are discussed related to the provision of trauma-informed care for young children with disabilities.
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