Abstract
This study examined K-12 school teacher's perspectives on how the experience of trauma in children impacts their school learning environment. A non-probability, purposive sample of 31 school teachers and one school psychologist responded to a questionnaire on their perceptions and knowledge about trauma risk factors, structure of their classroom environment, and methods for handling students’ problematic behaviors. Findings indicate that teachers felt capable of handling student behaviors associated with trauma and that their classroom environments were set up in a way that promoted safety for children who have encountered trauma. Most teachers acknowledged that students in their classroom manifest behaviors that are symptomatic of traumatic experiences, such as being withdrawn or acting out. However, referral to receive professional services for trauma related symptoms was reported as being low. Interestingly, contrary to the primary themes in the literature review regarding teacher’s varying ability to acquire and identify behavior related to trauma, teachers in this study stated that they had ample training and felt qualified to address children’s emotional needs and reactions to encounters with trauma. Results also indicated that the small difference in the knowledge of teachers on factors related to trauma in children based on years of teaching experience, is not statistically significant. Recommendations from the study include the need for a systemic approach for referral and early identification of trauma related learning disabilities of children in the K-12 system, wherein social workers who are knowledgeable in trauma informed treatment modalities and timely referral can work collaboratively with teachers and administrators in the K-12 system.