Date of Conferral
8-20-2026
Date of Award
August 2026
Degree
Doctor of Education (Ed.D.)
School
Education
Advisor
Donald Yarosz
Abstract
Early childhood teachers are often the first to observe behaviors that could be a result of trauma. The problem that was addressed in this study is that preschool teachers are not adequately trained to effectively address the social, emotional, and academic needs of children who have experienced trauma. Framed by Bandura’s theory of self-efficacy, the purpose of this basic qualitative study was to explore preschool teachers’ preparedness and training needs to effectively respond to children who have experienced trauma. Data were collected through semistructured interviews with 10 general education preschool teachers, who have at least 2 years of teaching experience. Using thematic analysis, data were coded and categorized into themes with the following four themes emerging: teachers (a) are challenged and need professional development to support children who emotional needs; (b) are using multiple strategies to support behavioral and emotional needs; (c) want trauma training specific to early childhood; (d) request professional training that emphasizes staff and parent collaboration. The findings of this study support the importance of a trauma-informed focus in early childhood settings. Sufficient professional development of teachers has the potential for positive social change by increasing teachers’ self-efficacy, which, in turn, might benefit students social, emotional, and academic development during their important early years, thus leading to positive social change.
Recommended Citation
Gorbett, Ann F., "Preschool Teachers' Perceptions in Supporting Students Experiencing Trauma" (2026). Walden Dissertations and Doctoral Studies. 20738.
https://scholarworks.waldenu.edu/dissertations/20738
