Impact of Trauma-Informed Training and Mindfulness-Based Social–Emotional Learning Program on Teacher Attitudes and Burnout: A Mixed-Methods Study

Abstract

A trauma-informed approach can give teachers the strategies they need to help children affected by trauma reach their full potential in the classroom. Mindfulness-based social–emotional learning (SEL) programs equip teachers with essential tools to create a trauma-informed classroom, which in turn helps alleviate stress associated with supporting trauma-impacted children. Because existing research on SEL programs has predominantly focused on student well-being, there is a paucity of research examining teacher outcomes and the integration of a trauma-informed framework. The purpose of the study was to investigate the benefits of trauma-informed training and MindUP delivery on educator attitudes and burnout. Intervention educators received trauma-informed and MindUP training and implemented MindUP in their classrooms. Comparison educators did not participate in training and taught their usual curriculum. We compared trauma-informed attitudes and burnout levels among 112 educators (n = 71 intervention, n = 41 comparison) using the Attitudes Related to Trauma-Informed Care (ARTIC) scale and the Maslach Burnout Inventory. Pre- and post-intervention quantitative data were augmented by qualitative focus group data. Results showed that educators in the intervention group reported significant decreases in emotional exhaustion, and significant improvements in the reactions subscale and overall scores on the ARTIC scale. Greatest improvements in self-efficacy and personal accomplishment were observed among educators who implemented MindUP for two consecutive years. These findings were supported by focus group data. Our results show that infusing trauma-informed training with an existing mindfulness-based SEL intervention may encourage teachers to embrace trauma-sensitive attitudes and reduce burnout.

Implementation of a teacher‐led mindfulness program in a low‐income pre‐ and early‐elementary school as part of a trauma‐responsive, resilience‐building community initiative

“…This study found that teachers and youth reported positive expectations of the impact of use of program skills in the future (Dariotis et al, 2017), which is consistent with our findings for teachers. Kim et al (2021)'s qualitative findings of kindergarten teachers' perceptions of a trauma‐informed mindfulness intervention were also consistent with our findings.…”

“…Recently, Kim et al (2021) studied the effects of a trauma‐informed and mindfulness‐based social‐emotional learning program on kindergarten through grade 3 teachers' attitudes and burnout. They found that teachers in the intervention group reported significant improvements in the Attitudes Related to Trauma‐Informed Care (ARTIC) overall scale and reactions subscale and significant decreases in emotional exhaustion (Kim et al, 2021).…”

“…Similarly, a study involving teachers of Head Start programs found that higher levels of dispositional mindfulness among teachers were associated with higher quality relationships with children (Becker et al, 2017). Recently, Kim et al (2021) studied the effects of a trauma-informed and mindfulness-based KING ET AL.…”

An Evaluation of Whole-School Trauma-Informed Training Intervention Among Post-Primary School Personnel: A Mixed Methods Study

“…In addressing this gap, the study will be one of the first to utilise a control group in the research design to ensure findings are robust. Notwithstanding the dearth of robust research designs evaluating the implementation of trauma-informed care (TIC) approaches within the education system, the literature does demonstrate that TIC approaches can increase staff awareness of the impact of trauma, change staff perspectives and attitudes towards trauma-impacted students, and potentially lead to improved staff well-being (Kim et al, 2021;Plumb et al, 2016).…”

Understanding the Needs of Primary School Teachers in Supporting Their Students' Emotion Regulation

“…Teachers have also identified barriers to their delivery of ER skills training, including a lack of time, their own lack of understanding around specific strategies, and the negative impact that the latter may have on teachers' confidence in their ability to teach these strategies 40 . Notably, Kim et al 41 recently found that, when trained to deliver a classroom‐based ER program for primary school students, teachers showed improvements in their own self‐efficacy, self‐care, and sense of personal accomplishment following program delivery. Thus, not only is ER skills training important for primary school students, but also teachers may also incur benefits from the experience.…”