Trauma-informed Interventions in Early Childhood Education and Care Settings: A Scoping Review

Sun, Yihan; Blewitt, Claire; Minson, Victoria; Bajayo, Rachael; Cameron, Lee; Skouteris, Helen

doi:10.1177/15248380231162967

Cited by 7 publications

(1 citation statement)

References 47 publications

(76 reference statements)

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“…An encouraging recent study reported that a well-being intervention involving coaching, relaxation, nutrition, and physical activity was especially beneficial in improving the classroom-based positive affect of ECEs with high ACE levels ( Stone et al, 2023 ). In a systematic review of trauma-informed interventions delivered to ECEs, there were positive benefits to ECE’s trauma awareness, knowledge and practices ( Sun et al, 2023 ). However, many interventions focus on understanding young children’s experience of trauma.…”

Section: Discussionmentioning

confidence: 99%

Growing through adversity: the relation of early childhood educator post-traumatic growth to young children’s executive function

Clark,

Hatton-Bowers,

Akhavein

et al. 2024

Front. Psychol.

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IntroductionEarly childhood educators (ECEs) play a critical role in supporting the development of young children’s executive functions (EF). EF, in turn, underpins lifelong resilience and well-being. Unfortunately, many ECEs report adverse childhood experiences (ACEs) that may compound high stress levels associated with an emotionally and physically demanding profession. ACEs have well-established negative implications for adult well-being and may dampen ECEs’ capacities to engage in emotionally responsive interactions with children. However, many individuals who experience ACEs also report post-traumatic growth experiences that foster empathy, self-determination, and resilience. Such post-traumatic growth may equip teachers with skills to engage in responsive interactions with children that support children’s EF. The aim of this study was to explore the relations of ECE ACEs and post-traumatic growth to the EF of children in their classrooms.MethodsFifty-three female ECEs self-reported on their ACEs and post-traumatic growth. Parents of 157 children (53% male, 47% female, M age = 4.38 years) rated children’s EF.ResultsIn a set of linear mixed models that accounted for multiple demographic factors and ECE perceived workplace stressors, ECE ACEs were not significantly related to children’s EF scores. However, controlling for ACEs, higher levels of ECE post-traumatic growth were associated with fewer parent-reported EF difficulties in children.DiscussionECEs may draw on the coping skills they have developed in times of adversity to model and promote healthy EF for children. Mental health supports to facilitate ECEs’ processing of their own trauma may be a fruitful means to foster positive early childhood environments that nurture the well-being and resilience of future generations.

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Section: Discussionmentioning

confidence: 99%

Growing through adversity: the relation of early childhood educator post-traumatic growth to young children’s executive function

Clark,

Hatton-Bowers,

Akhavein

et al. 2024

Front. Psychol.

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“It Takes Reflection at All Different Levels, Not Just People on the Floor”: A Qualitative Exploration of Early Childhood Professionals’ Experiences and Perspectives Towards Trauma-Informed Early Childhood Organisations

Sun,

Skouteris,

Bowden

et al. 2024

School Mental Health

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Trauma in early childhood is a significant public health concern. Early childhood education and care (ECEC) services play a critical role in identifying and responding to children impacted by trauma. However, little is known about early childhood professionals’ experiences and needs relating to supporting trauma-impacted children. The aim of this qualitative study was to explore early childhood professionals’ experiences of working with trauma-impacted children in ECEC, the barriers to adopting trauma-informed approaches, and the organisation-wide shift that is needed to embed them. Semi-structured interviews were conducted with 22 early childhood educators, organisational leaders, and childhood trauma consultants in Victoria, Australia. Thematic analyses revealed that early childhood professionals’ perceived increasing prevalence of trauma in children attending ECEC. However, educators are generally unprepared and unsupported for this, and experience many workplace challenges leaving them feeling overwhelmed. This highlighted the need to support the professional development and well-being of early childhood educators. Meanwhile, the study identified systemic barriers impeding the implementation of trauma-informed approaches within ECEC. The findings also suggest that the collective efforts “starting from the top”, with everyone engaged, coupled with cross-sector collaboration is needed for meaningful, trauma-informed organisational change within ECEC.

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Early childhood and primary school Teachers’ experiences and needs in working with trauma-impacted Children: A systematic review and thematic synthesis

Sun,

Tamblyn,

Morris

et al. 2024

Children and Youth Services Review

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Trauma-informed Interventions in Early Childhood Education and Care Settings: A Scoping Review

Cited by 7 publications

References 47 publications

Growing through adversity: the relation of early childhood educator post-traumatic growth to young children’s executive function

Growing through adversity: the relation of early childhood educator post-traumatic growth to young children’s executive function

“It Takes Reflection at All Different Levels, Not Just People on the Floor”: A Qualitative Exploration of Early Childhood Professionals’ Experiences and Perspectives Towards Trauma-Informed Early Childhood Organisations

Early childhood and primary school Teachers’ experiences and needs in working with trauma-impacted Children: A systematic review and thematic synthesis

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