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Beyond the behavior: Teachers’ trauma-informed attitudes relate to lower expulsion risk among uninhibited preschoolers

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  • Loomis, Alysse M.
  • Curby, Timothy W.
  • Zinsser, Katherine M.

Abstract

With large numbers of children expelled from preschool daily and childhood trauma and adversity a significant contributor to expulsion risk, trauma-informed school-based approaches may offer an opportunity to intervene to improve school outcomes for children impacted by trauma. Despite the proliferation of trauma-informed school-based approaches, such as training for teachers, there still exist significant gaps in understanding the mechanisms through which these approaches may influence child outcomes. The current study examines trauma-informed attitudes (e.g., buy-in and confidence in managing trauma in the classroom; Baker et al., 2016) as a potential moderator to the relationship between inhibitory control and expulsion risk among a sample of 22 teachers and 88 preschool students in the Mountain West. Findings demonstrate that more positive trauma-informed attitudes among teachers are related to significantly lower expulsion risk for students with low inhibitory control. Findings are discussed in the context of the intersection of trauma-informed approaches and expulsion prevention.

Suggested Citation

  • Loomis, Alysse M. & Curby, Timothy W. & Zinsser, Katherine M., 2023. "Beyond the behavior: Teachers’ trauma-informed attitudes relate to lower expulsion risk among uninhibited preschoolers," Children and Youth Services Review, Elsevier, vol. 145(C).
    • Handle: RePEc:eee:cysrev:v:145:y:2023:i:c:s0190740923000014
    DOI: 10.1016/j.childyouth.2023.106806
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    References listed on IDEAS

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    1. Hubel, G.S. & Davies, F. & Goodrum, N.M. & Schmarder, K.M. & Schnake, K. & Moreland, A.D., 2020. "Adverse childhood experiences among early care and education teachers: Prevalence and associations with observed quality of classroom social and emotional climate," Children and Youth Services Review, Elsevier, vol. 111(C).
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