A Transcendental Phenomenological Study of Early Childhood Teachers’ Perceptions of Their Ability to Provide Mental Health Supports in the Classroom to Preschool-aged Children

The purpose of this transcendental phenomenological study was to understand the pre-service or continuing professional training needs of early childhood teachers in regard to providing support for mental health and challenging behaviors displayed in children ages three to five years old. Bandura’s self-efficacy theory and Knowles’ andragogy theory guided the study. The guiding research question was as follows: What are early childhood teachers’ classroom experiences regarding providing instruction to address mental health, ACEs, childhood trauma or other factors that cause young children to display challenging behaviors? The study’s sample included 11 preschool teachers with two to 26 years of experience instructing children ages three-five years old. Data was collected through the use of semi-structured interviews, focus groups, and letter writing. Phenomenological analyses were conducted using Moustakas' (1994) modified Stevick-Colaizzi-Keen method with each data set. Findings revealed three major themes: educator well-being, behavior, trauma, and mental health awareness, and comprehensive mental health supports.