Effect of a Trauma-Awareness Course on Teachers’ Perceptions of Conflict With Preschool-Aged Children From Low-Income Urban Households

Key Points Question Does a 6-session professional development course on trauma-informed care improve the quality of the relationships between early childhood teachers and children in their classrooms? Findings A cluster randomized clinical trial with 96 teachers found that a course on trauma-informed care did not reduce teachers’ perception of conflict with preschool-aged children. However, in focus group interviews, teachers’ reports suggested improvements in the quality of teacher-children relationships and teachers’ relational capacities, such as empathy, emotion regulation, and dispositional mindfulness. Meaning The course had no effect on the primary outcome of teacher-children conflict, yet qualitative assessments suggested the potential for improved teacher-children relationship quality.