On-The-Job Trauma Training for Early Childhood Educators: Evaluating the Trauma-Sensitive Schools Training Package

Abstract

This quasi-experimental study evaluated the Trauma-Sensitive Schools Training Package (2018) as a professional development intervention for school-based professionals serving young children. Although no participants held formal early childhood education (ECE) roles, the sample included paraprofessionals, special education teachers, counselors, and psychologists from child-serving educational settings. These professionals often collaborate with or support early educators, making the findings relevant to ECE environments.The study assessed whether the training improved trauma-related knowledge and trauma-informed practices, and whether outcomes varied by demographic characteristics. Using a repeated-measures design, data were collected at three intervals: pre-training, immediately post-training, and four weeks post-training. A one-way ANOVA found no statistically significant change in trauma knowledge over time (p > .05). In contrast, a paired-samples t-test revealed a significant increase in the Cultural Understanding domain of trauma-informed practices at follow-up (p = .049), reflecting enhanced cultural responsiveness. No significant changes were found in the Knowledge, Organizational Support, or Experiences as a Helper domains. Multiple regression analysis showed that Job Title significantly predicted overall trauma-informed practice scores (β = .13, p = .031), with instructional staff reporting higher implementation than support staff. While the training offered a strong foundation, findings highlight the limited impact of one-time interventions and support the need for ongoing, role-specific professional development in early childhood settings.