Pre-Service Teachers’ Perceptions on Implementing the
Trauma-Informed Approach in Educational Institutions
Tetiana Holovatenko
1 a
1
Borys Grinchenko Kyiv University, 18/2 Bulvarno-Kudriavska Str., Kyiv, 04053, Ukraine
Keywords:
Attitudes, Competence, Knowledge, Trauma Response, Teacher Training.
Abstract:
This study examines pre-service teachers’ perceptions of their knowledge and competence in implementing
trauma-informed approach. The study has a quantitative design and is set in Ukraine. Participants (N=54)
are pre-service teachers affiliated with early childhood or primary education institutions during their practical
training. The study is set amidst a full-scale war in Ukraine. Based on the descriptional statistics, the author
concludes participants perceive their knowledge about trauma as average or below average. However, they
express relatively higher confidence in their competence to implement trauma-informed practices. The study
demonstrates the importance of the extensive introduction of a trauma-informed approach in teacher training
and formal preparation of pre-service teachers to implement trauma-informed practices. The author outlines
the suggested content plan for teaching The study adds to the field of pre-service teacher training and scholarly
research on trauma-informed practices.
1 INTRODUCTION
The full-scale invasion of Russia in sovereign Ukraine
in 2022 has impacted the education landscape not
only in Ukraine but abroad as well. It has dis-
rupted education for two-thirds of Ukrainian children
who are not currently enrolled in the Ukrainian na-
tional education system (UNI, 2024). Moreover, as
of July 2023, 6,302,600 refugees from Ukraine were
recorded globally (Operational Data Portal, 2024).
According to Ukrainian data provided by the Min-
istry of Reintegration of the Temporarily Occupied
Territories of Ukraine, as of January 2023, there are
4,867,106 internally displaced people officially regis-
tered in Ukraine (Ukrinform, 2023).
Preparing pre-service teachers to respond to chal-
lenges currently imposed on the education system
should become one of the top priorities of all teacher
training institutions. Some of the challenges of teach-
ing students in wartime include continuous blackouts,
lack of Internet access, and as a result inconsistent
knowledge of students. Moreover, a study in Kyiv
schools has shown that Ukrainian school students are
looking for emotional support from adults and having
sessions with psychologists (Khoruzha et al., 2023).
According to the study on psychosocial stress and
a
https://orcid.org/0000-0002-7545-3253
emotional health among school children in Donetsk
and Luhansk oblasts, 31% of 9 to 11-year-olds have
a high level of post-traumatic stress. This is com-
pared to 24% of 12-14-year-olds and 15-17-year-olds
(NUK, 2023). This data illustrates that young learners
are particularly vulnerable to stress and are affected
by military actions.
This statistic is not unique to Ukraine but is a ris-
ing issue across the world. For instance, according to
SAMHSA, more than two-thirds of children reported
at least 1 traumatic event by age 16 (SAMHSA,
2023). Among traumatic events mentioned by the or-
ganization, there are psychological, physical, or sex-
ual abuse; community or school violence; witnessing
or experiencing domestic violence; national disasters
or terrorism; commercial sexual exploitation; sudden
or violent loss of a loved one; refugee or war experi-
ences; military family-related stressors (e.g., deploy-
ment, parental loss or injury); physical or sexual as-
sault; neglect; serious accidents or life-threatening ill-
ness (SAMHSA, 2023).
All these traumatic events are not a challenge for
various countries and as a result, it is important for
educators to be able to respond to the challenges stu-
dents experience related to their previous experiences.
In the next section the author analyzes the theo-
retical underpinnings of the research on pre-service
teachers’ perceptions on implementing the trauma-
130
Holovatenko, T.
Pre-Service Teachers’ Perceptions on Implementing the Trauma-Informed Approach in Educational Institutions.
DOI: 10.5220/0012648000003737
Paper published under CC license (CC BY-NC-ND 4.0)
In Proceedings of the 4th International Conference on History, Theory and Methodology of Learning (ICHTML 2023), pages 130-137
ISBN: 978-989-758-579-1; ISSN: 2976-0836
Proceedings Copyright © 2024 by SCITEPRESS Science and Technology Publications, Lda.
informed approach in educational institutions.
2 THEORETICAL GROUNDING
2.1 A Trauma-informed Approach to
Education
In this section, the author analyses various schol-
arly approaches to defining the scope of the trauma-
informed approach.
Recently teacher practitioners indicated a growing
number of students with signs of trauma, such as be-
havioural issues, academic challenges, stress and anx-
iety, and mental health issues. To address this issue, a
lot of teachers implement trauma-informed practices.
The core of trauma-informed practices is the idea
that every individual has experienced some kind of
trauma in their life, but the impact of the trauma dif-
fers from case to case (Berardi and Morton, 2019).
The aftermath of coping with trauma is a complex of
factors, such as what the stressful event was, access to
internal and external resources, and reinforcing inner
neural networks to cope with stress.
According to Forbes et al. (2020), the trauma-
informed model can be described as an opposition of
the “regulated” and “dysregulated” state of students.
The author of this paper thinks that a Regulatory
approach to responding to traumatic events creates a
welcoming space for all students as they are, no mat-
ter what behaviour they demonstrate. Hence, it is one
of the reasons why all classrooms and schools should
become trauma-informed.
An overarching idea is expressed by Venet (2021),
who states that focusing on the individual needs of
students, does not respond to the community needs
and leads to continuous problems within a school.
Venet (2021) suggests adopting the Universal ap-
proach regardless of the number of students who are
traumatized.
Both Universal and Regulatory approaches have
one thing in common they advocate for creating a
trauma-informed environment across the school re-
gardless of the fact of previous traumatic experiences
of the majority of students if any.
Implementing trauma-informed practices in
schools plays an important role in creating a wel-
coming environment for those who experienced
a different scale of traumatic events (Berger and
Martin, 2021). However, according to Berger and
Martin (2021), a lack of common understanding
of the notion of trauma-informed learning between
scholars and a lack of teachers’ knowledge of ef-
fective approaches to its implementation leads to a
situation, where instructors are unable to recognize
behaviour, impacted by trauma, and lack access to
resources necessary to support students. Scholars
stated the importance of raising awareness among
instructors on the need to implement comprehensive
trauma-informed strategies, make a justified choice
of those strategies, and be able to give first psycho-
logical aid in case their students need it. Berger
and Martin (2021) consider the lack of research,
dissemination, and professional training to be the
main reasons why system-wide implementation of
trauma-informed learning is not introduced.
The author of this paper agrees on the importance
of adopting a comprehensive approach to preparing
pre-service teachers grounded in research-evidenced
practices and practices supported by evidence, as well
as the provision of continuous professional training
for in-service teachers.
Jakobson (2021) studied how trauma-informed
school frameworks are used to support the social and
emotional needs of learners and made a very similar
conclusion. The scholar dwells on the successful ex-
amples of teaching students regulation skills and the
importance of building strong relationships between
students and teachers as an initial step in proceeding
with instruction.
Analysis of previous research shows that scholars
have been consistently advocating for the implemen-
tation of a system-wide trauma-informed approach
and appropriate professional teacher training (Berger
and Martin, 2021; Jakobson, 2021).
Research on the practices of implementing the
trauma-informed approach in school settings gives in-
sights into how a system of implementing the trauma-
informed approach across the school might look like.
Trauma-informed practices in school settings
comprise six elements, such as district-level sup-
port, school support, educators’ competence, trauma-
informed classrooms, community support, regulation
and support systems (Morton and Berardi, 2018).
Scholars indicate that trauma-informed practices only
work in their correlation and thus enhance each of its
elements.
Based on the phenomenological study, Choice-
Hermosillo (2020) grounds the conditions of the suc-
cess of trauma-informed practices in education set-
tings in five domains: Relational Trust and Class-
room Community and Culture; Emotional and Physi-
cal Regulation; System-level Support: Purposeful Im-
plementations; System-level Support: Backgrounds,
and Teacher Coaching; and Accountability with Com-
passion. Choice-Hermosillo (2020) highlights the im-
portance of the implementation of Social and Emo-
Pre-Service Teachers’ Perceptions on Implementing the Trauma-Informed Approach in Educational Institutions
131
tional Approach to teaching, delivering continuous
professional development of school staff, as well as
providing support for teachers working with trauma-
tized children.
This scholarly research provides for some of the
implications: it is important to prepare pre-service
teachers to work with children having trauma or men-
tal health issues; it is necessary to create school-wide
culture of trauma-informed practices to ensure suc-
cess of trauma-informed practices by carefully de-
signing the correlations between each of its elements.
2.2 Attitudes of Teachers to the
Implementation of
Trauma-informed Practices
In this section, the author analyses findings of re-
search related to studying the attitudes of teachers to
the implementation of trauma-informed approach in
their classrooms or school-wide.
Veach (2021) in a qualitative case study of ele-
mentary educators’ attitudes and perceptions towards
working with students impacted by trauma showed
staff has a positive perception of trauma-informed
practices. However, participants of the study indicate
their attitudes have changed over time as a result of
a series of professional development events and col-
laborative activities with other staff whose primarily
responsibilities is working with traumatized students.
The author of this paper finds it important to de-
velop a complex approach to building the matrix of
the implementation of the trauma-informed approach
with a diversity of perspectives from professionals in
various areas, including classroom teachers, subject
teachers, psychologists, leadership, nurses, and spe-
cial education teachers.
Vincent (2020) examined the perceptions of ed-
ucators towards trauma-informed practices in school
settings and the findings show that more than 66%
of respondents (N=61) strongly agree with the im-
portance of trauma-informed strategies. However,
the same amount of respondents indicated they did
not have any instruction on trauma-informed prac-
tices in their licensure preparation. At the same time,
only around 5% of participants perceive themselves
as those who mastered trauma-informed practices.
The result of this research shows the importance
of the introduction of trauma-informed studies in pre-
service teacher preparation and further developing in-
serve teachers’ expertise in the area. Among some
of the attempts to bring trauma-related issues into
the in-service practice of elementary school teachers
the author’s attention is drawn to Drymond’s study.
Drymond (2020) has studied the perceptions of ele-
mentary school teachers to address the mental health
needs of students through trauma-informed practices.
The participants of the study (N=299) demonstrated
some confidence in responding to the mental health
problems of their students. However, they reported
low levels of efficacy in recognizing signs of men-
tal health issues, referring students to get specialized
support and discussing mental health issues with care-
givers (Drymond, 2020).
This study once again confirms the need to destig-
matize mental health education among practitioners
with a focus on the educational perspective.
Among the studies incorporating intervention in
the form of educating on the trauma-informed ap-
proach implementation, the author’s attention is
drawn to Mikolajczyk’s (Mikolajczyk, 2018) and
Metzinger’s (Metzinger, 2021). Mikolajczyk (2018)
has studied perceptions of knowledge, competence,
school climate and program effectiveness during and
after participation in a trauma-informed care profes-
sional development. The study shows that with more
knowledge and training on trauma-informed prac-
tices, participants have only slightly increased their
perceived knowledge and competence.
Metzinger’s study has a similar aim to Mikola-
jczyk’s and focuses on investigating the perceptions
of trauma in the classroom and the levels of trauma
awareness among primary and secondary teachers.
One of the major findings in Metzinger’s study shows
that elementary school teachers implement a signif-
icant number of trauma-informed strategies in the
classroom (Metzinger, 2021). However, their per-
ceived self-efficacy was relatively moderate.
This leads to the conclusion that providing in-
service teachers with professional development train-
ings does not always lead to desired outcomes of be-
coming better trauma-informed teachers.
Hence, it is important to suggest pre-service
teachers with systemic knowledge of trauma-
informed practices rather than covering the gaps
of their knowledge with individual training ses-
sions. Moreover, the analysis of scholarly research
has shown that pre-service teachers’ perspectives on
their perceived awareness of the trauma-informed ap-
proach.
Overall, educators positively perceive trauma-
informed practices in schools. At the same time,
they indicate some gaps in their knowledge and skills
in implementing trauma-informed practices. These
findings raise the importance of building a system
of pre-service and in-service teacher training to build
trauma-informed educational settings.
ICHTML 2023 - International Conference on History, Theory and Methodology of Learning
132
3 METHODOLOGY
This paper aims to identify pre-service teachers’ per-
ceived awareness of trauma and its impact on stu-
dents. The research is guided by the following re-
search question How do pre-service teachers perceive
their knowledge, and competence in implementing
trauma practices in educational settings?
The author has adopted Mikolajczyk’s (Mikola-
jczyk, 2018) study methodology (study tool and anal-
ysis framework). However, the author of this paper
has modified the procedure and the research question
for pre-service teachers as a target group.
3.1 Participants of the Study
The study was carried out in February-May 2023 in
Ukraine, which is amidst full-scale war. The survey
was administered on a non-probability sample. The
criteria for inclusion were being pre-service teachers
of any major (N=54).
Table 1 shows the demographic data of partici-
pants. All of them have no prior teaching experience.
98.1% of them identified themselves as women and
1.9% as non-binary. The Ukrainian system of pre-
service teacher training is a binary concurrent model
represented by the university and non-university sec-
tors. Pre-service teacher training comprises simulta-
neous theoretical instruction and pedagogical training
and internship in the workplace (Kotenko and Holo-
vatenko, 2020). 64.8% of participants have no formal
pedagogical experience, 11.1% of participants have
been associated with early childhood education in-
stitutions in any capacity, and 24.1% of respondents
have been associated with primary education insti-
tutions. Respondents indicated only 9.3% of them
received training in crisis response and/or trauma.
The training they mentioned was an online course on
working with internally displaced children, teaching
in times of crisis, crisis and trauma response training,
and having prior medical education.
3.2 Data collection and analysis plan
The quantitative data in this paper was obtained
through the adapted survey developed by Mikolajczyk
(2018). The survey tool has 13 questions to iden-
tify students’ perceived knowledge and competencies
through the Likert scale tool. The survey was tailored
to the needs of pre-service teachers.
Participants were asked to share their opinion on
knowledge about the prevalence of trauma, and their
perceived competence in working with traumatized
children. The survey was grounded in ARTIC scale
Table 1: Demographic data of participants.
Type of data Frequency Percent
Gender identification
Woman 53 98.1%
Man 0 0
Non-binary 1 1.9%
Prefer not to answer 0 0
Including this year, how many years of
teaching experience do you have?
No teaching experience 54 100%
1-3 years 0 0
Type of educational institution you are affiliated
with during the internship
No formal
pedagogical experience
35 64.8%
Early childhood education
institutions, ISCED 0
6 11.1%
Primary education
institutions, ISCED 1
13 24.1%
Have you ever had training in crisis
response and/or trauma?
Yes 5 9.3%
No 49 90.7%
(Attitudes related to trauma-informed care). Partic-
ipants could choose their answer on a scale from 1
(Strongly disagree) to 5 (Always true of me). The
survey was distributed in Google Forms and data was
transferred to Excel, where it was analyzed. ‘Strongly
disagree’ was coded as 1, ‘Disagree’ was coded as 2;
‘Neither Disagree nor Agree’ was coded as 3, Agree’
was coded as 4; and ‘Strongly agree’ was coded as 5.
The author checked the internal reliability of the tool
using Alpha Cronbach α=0.760, which showed its ac-
ceptable level of tool consistency (Taber, 2018). The
data analysis details are provided in the next section
of this paper.
4 RESULTS AND DISCUSSIONS
This study aimed to investigate what perceptions pre-
service teachers have related to their knowledge and
competence around trauma-informed approach to ed-
ucation. In this section the author presents the re-
search results and their implications for practice.
The first component of teachers’ perceptions the
author wants to identify is their knowledge about
trauma. The hypothesis is that pre-service teachers
do not have formal instruction on trauma, but due to
the unique Ukrainian context, they to some extend ei-
ther empathise students or use knowledge about their
experiences to understand their students.
Table 2 illustrates pre-service teachers’ percep-
Pre-Service Teachers’ Perceptions on Implementing the Trauma-Informed Approach in Educational Institutions
133
Table 2: Pre-service teachers’ perceptions of own knowl-
edge base of trauma.
Descriptive statistics Value
Mean 3.629
Median 3.714
Mode 3.857
Standard Deviation 0.975
Skewness -0.599
tions of their own knowledge about trauma. Partic-
ipants were asked 7 questions about their perceived
knowledge about the impact trauma can have on
a child or adolescent’s academic success; their be-
haviour; about different types of trauma; about the
ways that violence and traumatic experiences can lead
to mental health and co-occurring disorders; ways
staff should take into account how students’ learning
difficulties should be accommodated at educational
institutions; about reasons of students’ behaviour;
about how to get help if the teacher is struggling.
On average, pre-service teachers are not sure if
they know about different types of trauma, ways
that violence and traumatic experiences influence stu-
dents, learning and behavioural difficulties students
might have because of trauma, and how working
with students having traumatic experiences influences
teachers. The mean, median and mode of the data in-
dicate that participants do not percept their knowledge
as noteworthy. Negative skewness indicates that the
data is unevenly skewed to the left, which means that
a relatively high number of participants’ answers lies
below the mean value.
One of the main results of the study is pre-service
teachers have rather mixed opinions on their knowl-
edge of trauma. If comparing the mean in this domain
with the pre-test in Mikolajczyk (2018), the latter is
smaller (3.21) than in this study (3.629). One of the
reasons for that the author sees in the study settings.
This study is set in Ukraine, which is in the middle
of a full-scale war with constant shellings of all set-
tlements where both instructors and students are trau-
matized. In an intuitive way, pre-service teachers feel
they are more knowledgeable about trauma compared
to participants of the school staff in a peaceful coun-
try. At the same time, it should be mentioned that the
variety and intensity of various types of trauma par-
ticipants are expected to face their students exhibiting
are also slightly different.
At the same time, this result indicates that
Ukrainian pre-service teachers are ready to learn
about trauma-informed practices and the issue of im-
plementation of a unit or a course on trauma-informed
practices is of great importance and urgency. The im-
portance of the inclusion of trauma-informed training
in pre-service teacher training is actualized by Berger
and Martin (2021), Morton and Berardi (2018), Vin-
cent (2020) and other scholars.
Based on the questions in the survey tool and par-
ticipants’ answers, the author suggests teaching the
basics of the trauma-informed approach to pre-service
teachers based on the following topics:
The notion of trauma-informed approach to edu-
cation;
The neurobiology of trauma and its impact on
people;
Classroom management as a way to regulate indi-
vidual students;
Classroom management as a way to create a
trauma-informed classroom space;
Approaches to building the trauma-informed sup-
porting school environment.
Another component of the study of pre-service
teachers’ perceptions of implementing the trauma-
informed approach is their perceived competence.
Participants were asked 6 questions on their abil-
ity to explain to students what trauma is, including
the effects of an event; their ability to recognize the
signs of trauma, even if the student does not verbally
express them; ability to establish trust and safety as
a priority in their work with students; being comfort-
able discussing or explaining trauma to others; ability
to impact a student’s behaviour in a positive way re-
gardless of how they are raised; being able to focus
on student strengths.
The analysis of descriptive statistics on the per-
ceived competence of pre-service in trauma-informed
practices is demonstrated in table 3. On average, par-
ticipants see themselves as relatively competent in ex-
plaining students what trauma is and its effect on stu-
dents, recognizing the signs of trauma, establishing
trust and safety in their work, influencing students’
behaviour in a positive way, identifying and incorpo-
rating students’ strengths and interests in the learning
process, presenting information using various modal-
ities, and being comfortable discussing and explain-
ing trauma to others. However, the data is distributed
asymmetrically with a slight left skewness indicating
there is a slightly higher number of participants with
perceptions slightly below the mean value.
The comparison of pre-service teachers’ percep-
tions of their knowledge and competence indicates
that participants, on average, feel slightly more com-
petent in their practices than in their knowledge of
trauma. However, the standard deviation for knowl-
edge (0.975) is slightly higher than for competence
(0.881), which means there is more variability in
ICHTML 2023 - International Conference on History, Theory and Methodology of Learning
134
Table 3: Pre-service teachers’ perceptions of their own
competence in trauma-informed practices.
Descriptive statistics Value
Mean 3.805
Median 3.75
Mode 3.5
Standard Deviation 0.881
Skewness -0.377
the perceptions of knowledge compared to compe-
tence. Comparing the skewness values shows that
the skewness for competence (-0.377) is smaller
than that of knowledge (-0.599), meaning a slightly
more balanced distribution for competence percep-
tions. Hence, the perceived competence of partici-
pants is slightly higher than their knowledge about
trauma.
This result shows lack of correlation between stu-
dents’ perceived knowledge about trauma response
and their perceived competence in implementing the
trauma-informed approach. The author thinks this
might be due to the fact that pre-service teachers
themselves are in the situation of trauma and a lot
of teacher trainers use trauma-informed strategies in
preparing pre-service teachers. However, this case
should be further researched.
The mean in the perceived competence domain in
Mikolajczyk’s (Mikolajczyk, 2018) pre-test is higher
(3.91) than in this study (3.805). The author that
school staff, who are participants in Mikolajczyk’s
study have more experience directly being involved
with traumatized children. According to Drymond
(2020), Metzinger (2021), and Veach (2021), even ex-
perienced teachers mention they lack support in iden-
tifying suitable trauma-informed practices and pro-
viding help to their students.
Overall, pre-service teachers have rather mixed
perceptions of their knowledge and competence re-
garding trauma-informed practices in education set-
tings. These findings are supported by previous
studies. However, having average or above-average
knowledge of trauma-informed practices and feeling
relatively competent in implementing them is a good
starting point for introducing a unit or a course on
trauma-informed practices for pre-service teachers.
5 LIMITATIONS OF THE STUDY
These findings might be useful in developing univer-
sity curriculums, syllabi, and/or individual units on
trauma-informed practices in education. However, the
study has several limitations the author would like to
discuss. One of the greatest limitations of the study
is its sample. The non-probability sample in this
study might not be representative of the target pop-
ulation enough to generalize the results of the study.
Hence, administering the study for a larger sample is
one of the prospects of further studies. Another lim-
itation is due to the Likert scale survey used in this
study. Data collection depended solely on partici-
pants’ understanding of statements and their sincerity
in their answers. Participants might have also avoided
extreme answers in the tool. The prospects for the
following research on the perceptions of respondents
regarding trauma-informed practices is employing a
mixed-method research design.
6 CONCLUSIONS
This research aimed at identifying perceptions of pre-
service teachers on their knowledge and competency
in implementing trauma-informed practices. From
the research that has been carried out, it is possible
to conclude that pre-service teachers have mixed per-
ceptions of their knowledge about trauma. They show
varying levels of confidence in their knowledge about
different aspects of trauma, its impact on students and
behavioural difficulties associated with trauma.
Despite their mixed perceptions of knowledge
around trauma, pre-service teachers feel relatively
competent in implementing some trauma-informed
practices. They expressed confidence in areas such as
explaining trauma to students, establishing trust and
safety, influencing positive behaviour and incorporat-
ing students’ strengths and interests.
However, variability in participants’ answers sug-
gests the need for the implementation of trauma-
informed practices into the syllabi and curricula of
pre-service teacher training. The findings suggest that
pre-service teachers are ready to learn about trauma-
informed practices and it is necessary to incorpo-
rate trauma-informed teaching as an approach to pre-
service teacher training and as a subject matter.
The author suggests teaching pre-service teach-
ers the following topics on the trauma-informed ap-
proach: The notion of the trauma-informed approach
to education; The neurobiology of trauma and its im-
pact on people; Classroom management as a way
to regulate individual students; Classroom manage-
ment as a way to create a trauma-informed class-
room space; and Approaches to building the trauma-
informed supporting school environment. These top-
ics can both give students the foundations of the
trauma-informed approach and form necessary skills
and attitudes to implement this approach in their
classroom.
Pre-Service Teachers’ Perceptions on Implementing the Trauma-Informed Approach in Educational Institutions
135
The findings are of direct directorial relevance
for all providers of pre-service teacher training.
Further research on comparing pre-service and in-
service teachers’ perceptions and attitudes of trauma-
informed practices is necessary. Continuing research
into the design and outline of curriculum preparing
pre-service teachers to implement trauma-informed
practices in Ukraine is fully justified because there is
a need to adapt successful foreign practices to local
realities and war settings.
ACKNOWLEDGEMENTS
The author would like to express her gratitude to par-
ticipants of the study and the time they committed to
the survey. This study was made possible with the in-
formational support of libraries of the University of
Minnesota Twin Cities, where the author was a visit-
ing scholar in 2022-2023 academic year.
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