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<p>To address the impacts of trauma, education systems have sought to integrate trauma-informed care (TIC) frameworks. Comprehensive TIC implementation includes providing school staff with trauma training. Despite the critical role they play in TIC, few studies have considered teachers’ perceptions of trauma training and post-training support, referred to as ‘continuity of support’ in this article. Researchers used a phenomenological approach to investigate teachers’ perspectives on trauma training and continuity of support. Twenty-one public middle and high school teachers were recruited nationally. Inductive-deductive data analyses revealed themes that described the positive impacts of available trauma training, as well as the need for consistent trauma training that goes beyond foundational knowledge about trauma and addresses cultural factors. Furthermore, teachers described the urgent need for continuity of support resources such as peer collaboration and consistent consultation with school-based mental health practitioners (SMHPs; e.g., school psychologists, school nurses, school counselors). Implications for trauma training, continuity of support resources, and school psychologists are discussed.</p>

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A Qualitative Study of Teachers’ Perceptions of Trauma Training and Post-Training Support

  • 期刊论文

  • 发表日期：

    2025年5月19日

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  • Carrie E. Lorig,
  • Aleksandra Krupina,
  • Ravea Rodriguez,
  • Chavez Phelps,
  • Emily Brown,
  • Aidan Witt,
  • Kris Varjas

摘要

To address the impacts of trauma, education systems have sought to integrate trauma-informed care (TIC) frameworks. Comprehensive TIC implementation includes providing school staff with trauma training. Despite the critical role they play in TIC, few studies have considered teachers’ perceptions of trauma training and post-training support, referred to as ‘continuity of support’ in this article. Researchers used a phenomenological approach to investigate teachers’ perspectives on trauma training and continuity of support. Twenty-one public middle and high school teachers were recruited nationally. Inductive-deductive data analyses revealed themes that described the positive impacts of available trauma training, as well as the need for consistent trauma training that goes beyond foundational knowledge about trauma and addresses cultural factors. Furthermore, teachers described the urgent need for continuity of support resources such as peer collaboration and consistent consultation with school-based mental health practitioners (SMHPs; e.g., school psychologists, school nurses, school counselors). Implications for trauma training, continuity of support resources, and school psychologists are discussed.