A Phenomenological Study of Educators’ Preparedness and Lived Experiences with Trauma-Informed Practices
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Authors
Duarte, Emily
Issue Date
2026-05
Type
Dissertation
Language
en
Keywords
trauma-informed practices , educators' perceptions of TIPs , pre-service preparedness
Alternative Title
Abstract
This qualitative phenomenological study addressed educators’ perceptions of preparedness to implement trauma-informed practices, acknowledging the problem that many K-12 educators often lack adequate training in trauma-informed care that is necessary to support trauma-affected students. Through the lens of trauma-informed care, this study aimed to understand the perceptions of educators’ preparedness to support students with trauma and whether their pre-service training provided adequate support to foster confidence during implementation. Participants were selected after responding to invitations to participate in the study sent via email through open Listservs. Semi-structured interviews with eight educators in the Western United States were analyzed thematically using NVivo 15 and inductive coding. Open, axial, and selective coding were then used to facilitate meaningful coding sequences that helped the researcher capture the essence of each participant's experiences and identify main themes. Findings revealed educators often feel inadequately prepared to support trauma-affected students. Educators also emphasized the importance of quality pre-service training focused on trauma-informed care, ongoing professional development, and systemic support to increase overall confidence in implementation. Implications for practice include the need for mandatory trauma-informed pre-service training, ongoing professional development, and systemic support to allow for fidelity in implementation. This study contributes to the literature by elevating educators' voices in understanding perceptions of inadequate pre-service preparation and limited opportunities for further professional development, so they feel confident and prepared to address all students' behavioral and social-emotional needs. Future research is needed to examine the impact of mandating trauma-informed training in pre-service programs and what components contribute to building confident and competent educators.