Building a Foundation of Support: An Investigative Study on EPP Programs and In-Service Teacher Perceptions of Trauma-Informed Practices

This study examined the effectiveness of Educator Preparation Programs (EPPs) in equipping in-service teachers to address cultural awareness, opportunities of empowerment, positive relationships, and safe learning environments (COPS) for students who have experienced trauma. Recognizing the significant impact of trauma on student learning and behavior, this research underscored the necessity of integrating trauma-informed practices into EPPs. The study used a mixed-methods approach to collect quantitative data via a 5-point Likert-scale survey and qualitative data through semi-structured interviews. Participants from various K-12 schools in a private district within the southeastern United States were recruited using convenience sampling, with data collection conducted online and via virtual Zoom interviews. A total of 62 subjects participated in the study, with 10 participants interviewed. The findings revealed no significant differences in teacher perceptions found in the comprehension and application of COPS for gender, race, age, grade level taught, years of experience, and where the teacher obtained certification. A significant main effect was found in teachers' perceptions of safety among professional characteristics, specifically with teaching positions. The study also highlighted that integrating cultural awareness in trauma-informed practices involves fostering awareness and sensitivity to students' diverse backgrounds, emphasizing empowerment through self-advocacy and confidence, and providing emotional and practical support. Positive teacher-student relationships are built through open communication, support, and personal connections, creating a safe environment for students. Additionally, positive peer relationships are encouraged through collaborative learning and positive social environments. Supportive structures and communication strategies are essential for helping students experiencing trauma stress, ensuring they receive comprehensive trauma support. The study’s thematic analysis and descriptive statistics provided a comprehensive view of teachers' preparedness and experiences, offering valuable insights for enhancing EPPs supporting teachers with students affected by trauma. During interviews, 80% of teachers expressed dissatisfaction with their EPP's support and preparedness regarding trauma-informed practices. This underscores the critical need for comprehensive training through EPPs for teachers to implement trauma-informed practices effectively. This research contributes to the ongoing effort to improve educator preparation when addressing student trauma in educational settings.