Document Type
Article
Publication Date
Summer 2025
Abstract
This inquiry-based research project examines how early childhood educators at Okoboji Elementary understand and implement trauma-informed care (TIC). With many students impacted by Adverse Childhood Experiences (ACEs), educators are increasingly being asked to meet both academic and emotional needs in the classroom. This study used anonymous surveys and Teaching Strategies GOLD assessment data to explore teacher familiarity with ACEs, confidence in managing trauma-related behaviors, and the supports they feel are still needed. Findings show that while many educators are using trauma-sensitive strategies—such as calm-down corners, emotional check-ins, and visual routines—confidence levels and training backgrounds vary. Some staff have received formal training, while others have not, leading to inconsistency in practice. Teachers also reported a need for more real-time coaching, access to sensory tools, and administrative support. Student data confirmed that children with suspected trauma histories often struggle more with regulation and academic readiness, reinforcing the need for early, responsive intervention. Overall, this study highlights a clear need for consistent professional development, shared language, and school-wide support to help educators confidently implement trauma-informed practices that meet the complex needs of today’s learners.