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Evaluating foundational professional development training for trauma-informed approaches in schools.

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Foundational professional development (FPD) training significantly increased teacher knowledge of trauma-informed approaches. However, this knowledge gain only enhanced acceptability when teachers perceived the approaches fit their school

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Area of Science:

  • Educational Psychology
  • School Systems Implementation
  • Trauma-Informed Care

Background:

  • Trauma-informed schools are part of a national movement to support trauma-exposed individuals through organizational change.
  • Implementing trauma-informed approaches requires effective strategies, with foundational professional development (FPD) training being a common method.
  • The impact of FPD training on teacher knowledge and acceptability of trauma-informed approaches, and the role of system fit, needs further investigation.

Purpose of the Study:

  • To evaluate a 2-day FPD training's effectiveness in enhancing teacher knowledge of trauma-informed approaches.
  • To examine the association between knowledge gains and teacher perceptions of acceptability for these approaches.
  • To investigate whether perceived system fit moderates the relationship between knowledge gains and acceptability.

Main Methods:

  • A pre-post design study involving 183 teachers from six schools.
  • Teachers participated in a 2-day foundational professional development (FPD) training.
  • Knowledge was assessed pre- and post-training; acceptability and system fit were assessed post-training.

Main Results:

  • Significant growth in teacher knowledge of trauma-informed approaches was observed after the FPD training.
  • When teachers perceived a good system fit, knowledge growth was linked to higher acceptability of trauma-informed approaches.
  • Conversely, when system fit was perceived as low, knowledge growth was associated with decreased acceptability.

Conclusions:

  • Foundational professional development training can effectively increase teacher knowledge regarding trauma-informed approaches.
  • The perceived alignment of trauma-informed approaches with existing school norms (system fit) is crucial for translating knowledge into acceptance.
  • Implementation strategies must consider system fit to ensure that professional development positively influences the adoption of trauma-informed practices.