Skip to main content
SpringerLink
Log in

Trauma-Informed Care in Early Childhood Education Settings: A Scoping Literature Review

  • Published:
Early Childhood Education Journal Aims and scope Submit manuscript

Abstract

Children ages birth to five experience trauma at high rates. Additionally, children with disabilities are more likely to experience trauma than children without disabilities, highlighting the need for early childhood education (ECE) settings and professionals to be prepared to support children with disabilities who have experienced trauma. In this scoping literature review, we sought to explore the current knowledge base on trauma-informed care in ECE settings to identify what is known and potential gaps in the literature. We found 20 articles that discuss trauma-informed care in ECE settings and summarize the key findings from the literature, including that few studies have focused on children with disabilities. We describe several implications for research related to trauma-informed care.

This is a preview of subscription content, log in via an institution to check access.

Access this article

Log in via an institution

Price excludes VAT (USA)
Tax calculation will be finalised during checkout.

Instant access to the full article PDF.

Institutional subscriptions

Fig. 1

Similar content being viewed by others

References

  • Arata, C. M., Langhinrichsen-Rohling, J., Bowers, D., & O’Farrill-Swails, L. (2005). Single versus multi-type maltreatment: An examination of the long-term effects of child abuse. Journal of Aggression, Maltreatment & Trauma, 11(4), 29–52. https://doi.org/10.1300/J146v11n04_02

    Article  Google Scholar 

  • Avery, J. C., Morris, H., Galvin, E., Misso, M., Savaglio, M., & Skouteris, H. (2021). Systematic review of school-wide trauma-informed approaches. Journal of Child & Adolescent Trauma, 14,, 381-397. https://doi.org/10.1007/s40653-020-00321-1

  • Bailey, B. A. (2011). The theoretical and scientific basis of Conscious Discipline®. https://consciousdiscipline.com

  • *Bartlett, J. D., & Smith, S. (2019). The role of early care and education in addressing early childhood trauma. American Journal of Community Psychology, 64(3–4), 359–372. https://doi.org/10.1002/ajcp.12380

    Article  Google Scholar 

  • *Chudzik, M., Corr, C., & Wolowiec-Fisher, K. (2022). Trauma: early childhood special education teachers’ attitudes and experiences. Early Childhood Education Journal. https://doi.org/10.1007/s10643-021-01302-1

    Article  Google Scholar 

  • Cole S. F., Eisner, A., Gregory, M., & Ristuccia, J. (2013). Creating and advocating for trauma-sensitive schools. Massachusetts Advocates for Children. http://www.traumasensitiveschools.com

  • Corr, C., Snodgrass, M. R., Love, H., Scott, I. M., Kim, J., & Andrews, L. (2021). Exploring the landscape of published mixed methods research in special education: A systematic review. Remedial and Special Education, 42(5), 317–328. https://doi.org/10.1177/0741932520924030

    Article  Google Scholar 

  • National Association for the Education of Young Children. (2020). Developmentally Appropriate Practice. [Position Statement]. https://www.naeyc.org/sites/default/files/globally-shared/downloads/PDFs/resources/position-statements/dap-statement_0.pdf

  • Division for Early Childhood. (2016). Child Maltreatment: A position statement of the Division for Early Childhood [Position Statement]. Retrieved from http://www.dec-sped.org/single-post/2016/10/28/DECs-Position-Statement-on-Child-Maltreatment—Taking-a-Stand

  • *Douglass, A., Chickerella, R., & Maroney, M. (2021). Becoming trauma-informed: A case study of early educator professional development and organizational change. Journal of Early Childhood Teacher Education, 42(2), 182–202. https://doi.org/10.1080/10901027.2021.1918296

    Article  Google Scholar 

  • Dube, S. R., Felitti, V. J., Dong, M., Chapman, D. P., Giles, W. H., & Anda, R. F. (2003). Childhood abuse, neglect, and household dysfunction and the risk of illicit drug use: The adverse childhood experiences study. Pediatrics, 111(3), 564–572. https://doi.org/10.1542/peds.111.3.564

    Article  Google Scholar 

  • *DuBois, A. L. (2010). An inquiry of the lived experiences and contextual understandings of early childhood special educators related to children’s trauma. (Publication No. 3427789). [Doctoral dissertation, Duquesne University]. ProQuest Dissertations Publishing.

  • Eigsti, I., & Cicchetti, D. (2004). The impact of child maltreatment on expressive syntax at 60 months. Developmental Science, 7(1), 88–102. https://doi.org/10.1111/j.1467-7687.2004.00325.x

    Article  Google Scholar 

  • Elo, S., & Kyngäs, H. (2008). The qualitative content analysis process. Journal of Advanced Nursing, 62(1), 107-115. https://doi.org/10.1111/j.1365-2648.2007.04569.x

  • Felitti, V. J., Anda, R. F., Nordenberg, D., Williamson, D. F., Spitz, A. M., Edwards, V., Moss, M. P., & Marks, J. S. (1998). Relationship of childhood abuse and household dysfunction to many of the leading causes of death in adults. American Journal of Preventive Medicine, 14, 245–258. https://doi.org/10.1016/S0749-3797(98)00017-8

    Article  Google Scholar 

  • Hemmeter, M. L., Ostrosky, M. M., & Fox, L. (2021). Unpacking the Pyramid Model. Brookes Publishing.

    Google Scholar 

  • *Holmes, C., Levy, M., Smith, A., Pinne, S., & Neese, P. (2015). A model for creating a supportive trauma-informed culture for children in preschool settings. Journal of Child and Family Studies, 24(6), 1650–1659. https://doi.org/10.1007/s10826-014-9968-6

    Article  Google Scholar 

  • Jimenez, M. E., Wade, R., Lin, Y., Morrow, L. M., & Reichman, N. E. (2016). Adverse experiences in early childhood and kindergarten outcomes. Pediatrics, 137(2), 1–11. https://doi.org/10.1542/peds.2015-1839

    Article  Google Scholar 

  • Jones, L., Bellis, M. A., Wood, S., Hughes, K., McCoy, E., Eckley, L., & Ofcer, A. (2012). Prevalence and risk of violence against children with disabilities: A systematic review and meta-analysis of observational studies. Lancet, 380, 899–907. https://doi.org/10.1016/s0140-6736(12)60692-8

    Article  Google Scholar 

  • Larson, S. A., & Anderson, L. (2006). Children with disabilities and the child welfare system: Prevalence data. Impact Feature Issue on Children with Disabilities in the Child Welfare System, 19(1), 6–7.

    Google Scholar 

  • *Lombardi, C. (2019). Early childhood teacher perspectives regarding preparedness to teach children experiencing trauma. (Publication No. 27672548). [Doctoral dissertation, Walden University]. ProQuest Dissertations Publishing.

  • *Loomis, A. (2018). The role of preschool as a point of intervention and prevention for trauma-exposed children: Recommendations for practice, policy, and research. Topics in Early Childhood Special Education, 38(3), 134-145. https://doi.org/10.1177/0271121418789254

  • *Loomis, A. M., & Felt, F. (2021). Knowledge, skills, and self-reflection: Linking trauma training content to trauma-informed attitudes and stress in preschool teachers and staff. School Mental Health, 13, 101–113. https://doi.org/10.1007/s12310-020-09394-7

    Article  Google Scholar 

  • *Lipscomb, S. T., Hatfield, B., Lewis, H., Goka-Dubose, E., & Fisher, P. A. (2019). Strengthening children’s roots of resilience: Trauma-responsive early learning. Children and Youth Services Review, 107, 104510. https://doi.org/10.1016/j.childyouth.2019.104510

  • *Martin, C. P., Russo, J., Goldenthal, H., Holley, C., Gouze, K. R., & Williford, A. (2021). Supporting young children exposed to potentially traumatic events: Implications for early care and education policy. Policy Insights from the Behavioral and Brain Sciences, 8(2), 119–126. https://doi.org/10.1177/23727322211033880

    Article  Google Scholar 

  • McDermott, B., Berry, H., & Cobham, V. (2012). Social connectedness: A potential aetiological factor in the development of child post-traumatic stress disorder. Australian and New Zealand Journal of Psychiatry, 46(2), 109–117. https://doi.org/10.1177/0004867411433950

    Article  Google Scholar 

  • Mersky, J. P., Topitzes, J., & Reynolds, A. J. (2013). Impacts of adverse childhood experiences on health, mental health, and substance use in early adulthood: A cohort study of an urban, minority sample in the U.S. Child Abuse and Neglect, 37, 917–925. https://doi.org/10.1016/j.chiabu.2013.07.011

    Article  Google Scholar 

  • Miller, D., & Santos, R. M. (2020). The characteristics among maltreatment, special education service delivery, and personnel preparation. The Journal of Special Education, 53(4), 216-225. https://doi.org/10.1177/0022466919836278

  • Moher, D., Liberati, A., Tetzlaff, J., Altman, D. G., PRISMA Group. (2009). Preferred reporting items for systematic reviews and meta-analyses: The PRISMA statement. Annals of Internal Medicine, 151(4), 264–269. https://doi.org/10.7326/0003-4819-151-4-200908180-00135

    Article  Google Scholar 

  • *Montgomery, J. (2020). Trauma-informed care: The perceptions of Head Start teachers. (Publication No. 28001681). [Doctoral dissertation, California State University]. ProQuest Dissertations Publishing.

  • *Mortensen, J. A., & Barnett, M. A. (2016). The role of child care in supporting the emotion regulatory needs of maltreated infants and toddlers. Children and Youth Services Review, 64, 73–81. https://doi.org/10.1016/j.childyouth.2016.03.004

    Article  Google Scholar 

  • National Child Traumatic Stress Network, Schools Committee. (2017). Creating, supporting, and sustaining trauma-informed schools: A system framework. Los Angeles, CA, and Durham, NC: National Center for Child Traumatic Stress.

  • *Pantry, J. S. (2020). Trauma-informed teacher preparedness in early childhood programs serving students from low-income families exposed to adverse traumatic experiences: A qualitative phenomenological study. (Publication No. 28258945). [Doctoral dissertation, Northcentral University]. ProQuest Dissertations Publishing.

  • Pears, K., Fisher, P., Bruce, J., Kim, H., & Yoerger, K. (2010). Early elementary school adjustment of maltreated children in foster care: The roles of inhibitory control and caregiver involvement. Child Development, 81(5), 1550–1564. https://doi.org/10.1111/j.1467-8624.2010.01491.x

    Article  Google Scholar 

  • *Pusakulich, A. L. (2020). The perceptions of early childhood professionals regarding identifications of developmental trauma and training needs in trauma informed practices: a qualitative case study. (Publication No. 28090115). [Doctoral dissertation, Northcentral University]. ProQuest Dissertations Publishing.

  • *Reynaga, J. (2020). Creating a trauma-informed early childhood workforce in Los Angeles County: Understanding the self-reported impact of a TIC training program. (Publication No. 28094539). [Doctoral dissertation, University of Southern California]. ProQuest Dissertations Publishing.

  • *Saint Gilles, M. P. (2016). A pilot study of the effects of a trauma supplement intervention on agency attitudes, classroom climate, head start teacher practices, and student trauma-related symptomology. (Publication No. 10244457). [Doctoral dissertation, Michigan State University]. ProQuest Dissertations Publishing.

  • Saldaña, J. (2021). The coding manual for qualitative researchers (4th ed.). SAGE.

    Google Scholar 

  • *Sciaraffa, M. A., Zeanah, P. D., & Zeanah, C. H. (2018). Understanding and promoting resilience in the context of adverse childhood experiences. Early Childhood Education Journal, 46(3), 343–353. https://doi.org/10.1007/s10643-017-0869-3

    Article  Google Scholar 

  • Sedlak, A. J., Mettenburg, J., Basena, M., Peta, I., McPherson, K., & Greene, A. (2010). Fourth national incidence study of child abuse and neglect (NIS-4). Washington, DC: US Department of Health and Human Services, 9, 2010.

  • *Stegall, E. A. (2020). Trauma-informed teaching in the early childhood classroom: Teachers’ perspectives on supporting students exposed to trauma. (Publication No. 28025814). [Doctoral dissertation, Northcentral University]. ProQuest Dissertations Publishing.

  • Substance Abuse and Mental Health Services Administration. (2014). SAMHSA’s concept of trauma and guidance for a trauma-informed approach. https://ncsacw.samhsa.gov/userfiles/files/SAMHSA_Trauma.pdf

  • Sullivan, P. M., & Knutson, J. F. (2000). Maltreatment and disabilities: A population-based epidemiological study. Child Abuse and Neglect, 24(10), 1257–1273. https://doi.org/10.1016/S0145-2134(00)00190-3

    Article  Google Scholar 

  • Thomas, M. S., Crosby, S., & Vanderhaar, J. (2019). Trauma-informed practices in schools across two decades: An interdisciplinary review of research. Review of Research in Education, 43(1), 422-452. https://doi.org/10.3102/0091732X18821123

  • van der Kolk, B. A. (2005). Developmental trauma disorder: Toward a rational diagnosis for children with complex trauma histories. Psychiatric Annals, 35(5), 401–408. https://doi.org/10.3928/00485713-20050501-06

    Article  Google Scholar 

  • VERBI Software. (2021). MAXQDA 2022 [computer software]. VERBI Software. maxqda.com.

  • *Waddell, P. J. (2020). Teachers’ perceptions of toxic stress and classroom practices they use with young children. (Publication No. 28262191). [Doctoral dissertation, Walden University]. ProQuest Dissertations Publishing.

  • Wassink-de Stigter, R., Kooijmans, R., Asselman, M. W., Offerman, E. C. P., Nelen, W., & Helmond, P. (2022). Facilitators and barriers in the implementation of trauma-informed approaches in schools: A scoping review. School Mental Health, 14(3), 470-484. https://doi.org/10.1007/s12310-021-09496-w

  • *Whitaker, R. C., Herman, A. N., Dearth-Wesley, T., Smith, H. G., Burnim, S. B., Myers, E. L., Saunders, A. M., & Kainz, K. (2019). Effect of a trauma-awareness course on teachers’ perceptions of conflict with preschool-aged children from low-income urban households. JAMA Network Open, 2(4), e193193. https://doi.org/10.1001/jamanetworkopen.2019.3193

  • Zetlin, A. (2006). The experiences of foster children and youth in special education. Journal of Intellectual and Developmental Disability, 31(3), 161–169. https://doi.org/10.1080/13668250600847039

    Article  Google Scholar 

Download references

Author information

Authors and Affiliations

  1. Department of Special Education, University of Illinois Urbana-Champaign, 1310 S 6Th St, Champaign, IL, 61820, USA

    Mia Chudzik, Catherine Corr & Rosa Milagros Santos

Authors
  1. Mia Chudzik
    View author publications

    You can also search for this author in PubMed Google Scholar

  2. Catherine Corr
    View author publications

    You can also search for this author in PubMed Google Scholar

  3. Rosa Milagros Santos
    View author publications

    You can also search for this author in PubMed Google Scholar

Corresponding author

Correspondence to Mia Chudzik.

Additional information

Publisher's Note

Springer Nature remains neutral with regard to jurisdictional claims in published maps and institutional affiliations.

Rights and permissions

Springer Nature or its licensor (e.g. a society or other partner) holds exclusive rights to this article under a publishing agreement with the author(s) or other rightsholder(s); author self-archiving of the accepted manuscript version of this article is solely governed by the terms of such publishing agreement and applicable law.

Reprints and permissions

About this article

Check for updates. Verify currency and authenticity via CrossMark

Cite this article

Chudzik, M., Corr, C. & Santos, R.M. Trauma-Informed Care in Early Childhood Education Settings: A Scoping Literature Review. Early Childhood Educ J (2023). https://doi.org/10.1007/s10643-023-01596-3

Download citation

  • Accepted:

  • Published:

  • DOI: https://doi.org/10.1007/s10643-023-01596-3

Keywords

Search

Navigation