# The Trauma-Informed Attitudes and Practices of Early Childhood Special Education Teachers: A Mixed Methods Exploration

## TL;DR

This study explores how early childhood special education teachers use trauma-informed care for children with disabilities.

## Contribution

The study provides new insights into the attitudes and practices of early childhood special education teachers regarding trauma-informed care.

## Key findings

- Participants were aware of trauma's impact on children with disabilities.
- Various factors influence teachers' use of trauma-informed care.
- Implications for improving trauma-informed care practices are discussed.

## Abstract

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.