The Trauma-Informed Attitudes and Practices of Early Childhood Special Education Teachers
A Mixed Methods Exploration
Bibliographic Data
| ID | 15683099 |
|---|---|
| Authors | Mia Chudzik (0000-0003-3640-2231, University of Illinois Urbana-Champaign, corresponding author), Catherine Corr (0000-0002-3953-1701, University of Illinois Urbana-Champaign), Abby Hardy (University of Illinois Urbana-Champaign) |
| Year | 2026 |
| Volume | 19 |
| Issue | 1 |
| Pages | 95-108 |
| Publication date | 2026-02-12 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Journal of Child & Adolescent Trauma (JOURNAL) |
| Journal identifiers | ISSN: 1936-1521 • E-ISSN: 1936-153X |
| Publisher | Springer Science+Business Media (PUBLISHER • DE) |
| DOI | 10.1007/s40653-026-00818-1 |
| PMID | 41868642 |
| OpenAlex | W7128743754 |
| Language | EN |
| References cited | 51 |
Young children with disabilities experience trauma at high rates. Early childhood special education teachers play a critical role in supporting these children through the use of trauma-informed care. This study explored early childhood special education teachers' trauma-informed attitudes and practices. Twelve early childhood special education teachers in one Midwestern state participated in this study. A mixed methods study was conducted, with participants completing a survey to measure trauma-informed attitudes and participating in interviews to explore trauma-informed practices. Participants were aware of the impact of trauma on the children in their class and described various factors that impacted their use of trauma-informed care. Implications for research and practice are discussed related to the provision of trauma-informed care for young children with disabilities
Adverse Childhood Experiences · Class (philosophy · Early childhood · Early childhood education · Public health · Special education · Child Abuse and Trauma · Counseling, Therapy, and Family Dynamics · Education Discipline and Inequality
Sage Handbook of Mixed Methods in Social & Behavioral Research
Disorders of extreme stress
Complex Trauma in Children and Adolescents
Integrating Quantitative and Qualitative Results in Health Science Mixed Methods Research Through Joint Displays
Adverse Experiences in Early Childhood and Kindergarten Outcomes
Trauma-Informed Practices in Schools Across Two Decades
Envisioning a trauma‐informed service system
The Biological Effects of Childhood Trauma
Neuroscience, Molecular Biology, and the Childhood Roots of Health Disparities
The theory of planned behavior
Examining the effectiveness of Trauma Smart® training
Validation of the Attitudes Related to Trauma-Informed Care Scale (Artic)
The Protective Role of Trauma Informed Attitudes on Perceived Stress Among Teachers and School Staff
Improving Knowledge and Attitudes About Child Trauma Among Parents and Staff in Head Start Programs
Reflective supervision and consultation and its impact within early childhood‐serving programs
Reflective supervision and reflective practice in infant mental health
Implementation of Trauma Systems Therapy-Foster Care in child welfare
Impact of Reflective Supervision on Early Childhood Interventionists’ Perceptions of Self‐efficacy, Job Satisfaction, and Job Stress
Supervision and training in child care
The role of early care and education in addressing early childhood trauma
Qualitative Studies in Special Education
Contemporary Trauma Theory and Trauma-Informed Care in Substance Use Disorders
Qualitative Quality
| Citation velocity | historical |
|---|---|
| Highly cited | No |