Document Type
Article
Publication Date
Summer 2025
Abstract
Students impacted by trauma face emotional and behavioral challenges that affect their learning and social development. Collaboration between early childhood educators and mental health professionals is critical to providing effective support, yet this partnership often remains informal and inconsistent. This inquiry-based mixed-methods study explored how such collaboration functions in an early childhood center serving preschool and kindergarten students. Data from surveys and interviews with educators and mental health staff revealed barriers including limited time, unclear roles, and insufficient training. Despite these challenges, participants emphasized the benefits of structured communication, joint professional development, and school-community partnerships. The study highlights the need for intentional, sustained collaboration supported by clear protocols and leadership to foster trauma-informed, nurturing learning environments. Future efforts should focus on embedding mental health services within early education settings and enhancing interdisciplinary teamwork.