Student trauma, trauma-informed teaching, and self-care in preservice teachers’ clinical experiences

ABSTRACT This study examined preservice teacher coursework and experiences related to student trauma, classroom management, and self-care during a junior-year clinical placement (N = 25), as well as through follow-up interviews with a subgroup of participants one year later (N = 8). An inductive, thematic analysis led to the identification of four broad themes related to teacher–student relationships, field-based learning, adopting a philosophy of control versus flexibility, and the professional practice of self-care. All participants observed the impact of trauma in their classrooms, but only a few witnessed trauma-informed strategies that centered relationships and the humanistic side of teaching. Preservice teachers placed in trauma-informed classrooms felt the most prepared to implement trauma-informed strategies, while most preservice teachers questioned their ability to create a positive and responsive space for students who had experienced trauma. Data were used to create a conceptual model of findings to help guide future work with preservice teachers and clinical experiences.