Document Type
Article
Publication Date
Spring 2025
Abstract
Early childhood trauma significantly impacts brain development, particularly in the areas of language processing and executive functioning. This inquiry-based research explored how trauma influences students’ attention, engagement, and emotional regulation in early learning environments. The purpose of this study was to investigate the effects of trauma on learning and literacy development and to identify trauma-informed teaching strategies that support academic success in young learners. Data collected through reflective journaling, classroom observations, and teacher discussions revealed that students affected by trauma often struggle with emotional regulation, focus, and task engagement. However, the implementation of trauma-informed practices, such as consistent routines, emotional check-ins, and flexible learning environments, showed promising results in improving student engagement and emotional well-being. Findings reinforce the need for schools to integrate trauma-informed practices and frameworks and ongoing professional development to better support students impacted by trauma. Keywords: brain development, early childhood education, early childhood trauma, emotional regulation, literacy acquisition, trauma-informed teaching practices.