Beyond the behavior: Teachers' trauma-informed attitudes relate to lower expulsion risk among uninhibited preschoolers. (February 2023)

• Record Type: Journal Article
• Authors: Loomis, Alysse M.; Curby, Timothy W.; Zinsser, Katherine M.
• Is Part Of: Children and youth services review. Volume 145(2023)
• Publication Date: 2023-02
• Subjects: School discipline -- Early childhood -- Child maltreatment -- Child adversity -- Executive functioning; Social work with children -- Periodicals; Social work with youth -- Periodicals; Adolescent -- Periodicals; Child Welfare -- Periodicals; Social Work -- Periodicals; Service social aux enfants -- Périodiques; Service social à la jeunesse -- Périodiques; Electronic journals; 362.705
• DOI: 10.1016/j.childyouth.2023.106806
• Languages: English
• ISSNs: 0190-7409

Abstract

Highlights: Preschools with low behavioral inhibition are at higher risk of expulsion. Teacher's trauma-informed attitudes include buy-in and confidence in trauma-informed approaches. Trauma-informed attitudes relate to lower expulsion risk for students with low inhibition. Abstract: With large numbers of children expelled from preschool daily and childhood trauma and adversity a significant contributor to expulsion risk, trauma-informed school-based approaches may offer an opportunity to intervene to improve school outcomes for children impacted by trauma. Despite the proliferation of trauma-informed school-based approaches, such as training for teachers, there still exist significant gaps in understanding the mechanisms through which these approaches may influence child outcomes. The current study examines trauma-informed attitudes (e.g., buy-in and confidence in managing trauma in the classroom; Baker et al., 2016 ) as a potential moderator to the relationship between inhibitory control and expulsion risk among a sample of 22 teachers and 88 preschool students in the Mountain West. Findings demonstrate that more positive trauma-informed attitudes among teachers are related to significantly lower expulsion risk for students with low inhibitory control. Findings are discussed in the context of the intersection of trauma-informed approaches and expulsion prevention.