Supporting young children impacted by trauma: A mixed-methods study of early childhood professionals’ trauma-informed knowledge, confidence and wellbeing

Abstract

Despite growing awareness of the prevalence and impacts of childhood trauma, the understanding of early childhood professionals’ preparedness to work with trauma-impacted children is limited. This study aimed to explore early childhood professionals’ professional capacity (knowledge and confidence) and psychological capacity (wellbeing) in the context of working with trauma-impacted children, and the supports required to strengthen their capacities. An explanatory sequential mixed-methods design was employed, integrating quantitative survey data from 135 educators and qualitative data obtained via follow-up interviews with 15 participants. Findings revealed a substantial mismatch between the high reported presence of children impacted by trauma in Early Childhood Education and Care (ECEC) settings and the capacity of early childhood professionals to respond. There is a need to clarify early childhood professionals’ role responsibilities and professional boundaries when supporting trauma-impacted children. Higher perceived trauma-informed knowledge and confidence, along with better service’s Australian National Quality Standard rating, were associated significantly with greater psychological wellbeing of early childhood professionals. Personal history of trauma was associated significantly with higher perceived knowledge and confidence to work with trauma-impacted children, but not to educator wellbeing. Finally, four preliminary educator profiles were identified using latent profile analysis. These are competent & resilient, competent but drained, mildly equipped & struggling, severely underprepared and distressed. Findings contribute early evidence into the heterogeneity of the workforce and the need for differentiated and tailored supports.