Early childhood and primary school Teachers’ experiences and needs in working with trauma-impacted Children: A systematic review and thematic synthesis

Abstract

BackgroundTrauma experienced during childhood can have deleterious impact on children’s social, emotional, and physical health. Teachers working in educational settings are uniquely positioned to respond to and support children impacted by trauma. ObjectiveThe aim of this systematic review and thematic synthesis is to explore the experiences and needs of early childhood and primary teachers in terms of their work with trauma-impacted children. MethodThis is a systematic review and qualitative evidence synthesis of primary studies. Systematic searching and screening were conducted following the PRISMA guidelines; an iterative three-stepped thematic synthesis procedure was followed in terms of coding and analysis. ResultsFourteen studies were included in the final synthesis, with three themes emerging across studies: (1) teachers lack training and support to work with trauma-impacted children, (2) dilemma of teachers’ roles, and (3) teachers need multifaceted support. Discussion and conclusionAn under-examination of early childhood teachers’ experiences and needs in working with trauma-impacted children was identified. Teachers are ill-prepared and lack confidence working with children impacted by trauma. They report multiple challenges, face several dilemmas and confusion relating to the boundaries of their role. Working with trauma-impacted children, without adequate preparation and support, can have a negative impact on teacher wellbeing. Multifaceted support, including training, collaboration with professionals with expertise in trauma, and trauma-informed organisational change is needed. Recommendations for future research and practices are discussed.