The Intersections of childhood trauma, trauma-informed practices, and special education

Childhood trauma impacts approximately half of school-aged youth in the United States, with many students experiencing one or more adverse childhood experiences (ACEs) that contribute to complex mental health, social, and educational challenges by the time they are seniors in high school. Childhood trauma is particularly impacting students receiving special education services, as trauma-related factors often cause learning disabilities, behavioral difficulties, and social challenges in the school setting. This qualitative case study examined the perspectives of special education teachers regarding the effects of childhood trauma, their roles in implementing trauma-informed practices, and the professional development opportunities they have participated in within a K-12 public school district in central Pennsylvania. Using semi-structured interviews, key themes emerged concerning the challenges teachers face in providing trauma-informed practices. Findings suggest that teachers view trauma as a critical factor affecting students' academic performance and social-emotional regulation, requiring a coordinated, school-wide approach to trauma-informed care. The study concludes with recommendations for school districts to adopt ongoing, culturally responsive professional development and foster partnerships within the community organizations to enhance support systems for special education students impacted by childhood trauma. These findings highlight the importance of implementing strategic enhancements in professional development, specifically designed to provide special education teachers with the essential tools to effectively support the diverse needs of special education students affected by childhood trauma.