Preschool teachers’ trauma-informed attitudes and practices: A mixed methods exploration

The purpose of this study was to explore how inclusive preschool teachers implement trauma-informed care by exploring their trauma-informed attitudes and practices. Twelve inclusive preschool teachers in Pyramid Model preschools in one Midwestern state participated in this study. A convergent qualitatively-oriented mixed methods study was conducted. First, participants completed a survey to measure their trauma-informed attitudes. Then, participants completed a series of two interviews and shared photos via photo-elicitation to explore their trauma-informed practices. The quantitative and qualitative data were analyzed separately and then merged for interpretation. Three overarching findings are discussed: (a) overall, participants had relatively high trauma-informed attitudes, (b) participants used a variety of trauma-informed practices in their classroom, and (c) trauma-informed attitudes and practices do not always align. These findings have implications for practice, policy, and future research.

Name thesis:degree_name

Ph.D.

Level thesis:degree_level

Dissertation

Discipline thesis:degree_discipline

Special Education

Grantor

University of Illinois at Urbana-Champaign

Year dc:date

2024

Author dc:creator

• Chudzik, Mia

Contributors dc:contributor

• Corr, Catherine
• Milagros Santos, Rosa
• Goodnight, Melissa
• Steed, Elizabeth

• Preschool
• Special Education
• Trauma
• Trauma-informed Attitudes
• Trauma-informed Practices

Statement dc:rights

• Copyright 2024 Mia Chudzik

Language dc:language

en, eng

Handle dc:identifier

https://hdl.handle.net/2142/124286

OAI record oai:identifier

https://www.ideals.illinois.edu/oai-pmh?verb=GetRecord&metadataPrefix=etdms&identifier=oai%3Awww.ideals.illinois.edu%3A2142%2F124286