Assessing North Carolina Pre-K Teachers’ Knowledge, Confidence, and Experience on Trauma Informed Care

Authors

  • Chalyne Barrow Barrow East Carolina University, Greenville, NC, USA
  • Archana V. Hegde East Carolina University, Greenville, NC, USA
  • Mary Cate Komoski East Carolina University, Greenville, NC, USA
  • Erin Roberts East Carolina University, Greenville, NC, USA

Abstract

The purpose of this study was to assess NC Pre-K teachers’ knowledge on trauma and trauma-informed practices, their confidence in actions with students who have experienced trauma, and training – received or desired by teachers – on trauma-informed care (TIC). Quantitative data was collected using a standardized Primary Early Childhood Educators Trauma-Informed Care Survey for Knowledge, Confidence, and Relationship Building scale (PECE-TICKCR, 2017). All participating NC Pre-K teachers (n=68) were females and had a 4-year degree in early childhood or another related field. Teachers’ knowledge on trauma and their confidence in their own actions were highly correlated (r=.73). Similarly, mean scores indicated that teachers understand how trauma affects student behavior (M=3.93), and on the confidence scale teachers felt most confident in their ability to maintain positive relationships with students. However, teachers need more training on some items on the scale of knowledge (e.g. Community resources for families who have experienced trauma) and confidence (appropriate steps to be taken if a student has experienced trauma). Teachers who have experience working with children of trauma were more knowledgeable and confident in their actions related to TIC, compared to teachers with no experience. Teachers continue to express their interest in receiving more training on topics related to TIC.

Keywords: trauma-informed care, NC Pre-K teachers, teacher knowledge, teacher confidence, early childhood education, training need

Author Biographies

Chalyne Barrow Barrow, East Carolina University, Greenville, NC, USA

Chalyne Barrow is a dedicated scholar at East Carolina University, where she pursued her master’s in Human Development and Family Science. Her academic interests include early childhood education, trauma-informed care, and Family Life Education with a particular focus on Teacher preparedness. Chalyne has contributed to various research projects and continues to engage in scholarly activities that aim to improve understanding and practice in her field.

Archana V. Hegde, East Carolina University, Greenville, NC, USA

Archana V. Hegde, PhD, BK is a Nancy Darden Endowed Professor in the Department of Human Development and Family Science, housed in the College of Health and Human Performance at East Carolina University. She has extensively published on topics related to quality childcare, inclusion, STEM education and teacher professional development. She has parallel interest in trauma informed care and practices, and this current publication is part of her mentee's work; she chaired this project.

Mary Cate Komoski, East Carolina University, Greenville, NC, USA

Mary Cate Komoski, PhD is an assistant professor in the Department of Human Development and Family Science, housed in the College of Health and Human Performance at East Carolina University. With her background in educational psychology, Dr. Komoski focuses on the intersection of wellbeing and schools. Her interests include how adolescents conceptualize trauma and teacher burnout prevention.

Erin Roberts, East Carolina University, Greenville, NC, USA

Erin Roberts, Ph.D., LMFT is a trained and licensed therapist, who has also led efforts on work related to Trauma, and help establish The Consortium for Trauma and Resiliency Research (CTRR). at East Carolina University. Since then she has started her own private practice and serves the community at large. She was an integral part of this thesis committee.

Downloads

Published

2026-02-24

Issue

Vol. 12 No. 1 (2026): Proceedings from the 9th Global Issues Conference

Section

Global Issues Conference Proceedings

License

The Global Partners in Education Journal (the “Publisher”) and the Author(s) agree as follows:

1. Author(s) hereby grant to Publisher all right, title, and interest in and to the Work, including copyright to all means of expression by any method now known or hereafter developed, including electronic format. If Publisher does not publish the Work within two (2) years of the Effective Date, copyright shall revert back to the Author. Publisher agrees to always credit Author(s) as the author(s) of the Work.

2. Publisher hereby grants Author a royalty-free, limited license for the following purposes, provided the Work is always identified as having first been published by Publisher.
    • The right to make and distribute copies of all or part of the Work for use in teaching;
    • The right to use all or part of the material contained in the Work in a book by the Author(s), or in a collection of the Author(s)’s work;
    • The right to use and distribute the Work internally at the Author(s)’s place of employment, and for promotion and any other non-commercial purposes;
    • The right to use figures and tables from the Work for any purpose;
    • The right to make presentations of material from the Work;
    • The right to use and distribute the Work on the Author(s)’s Web site and on the Author(s)’s university’s institute repository;
Such license shall be effective when the Work is first published in the Journal of Curriculum and Instruction.

3. The Author(s) represents and warrants that the Work: (a) is the Author(s)’s original work and that Author(s) has full power to enter into this agreement; (b) does not infringe the copyright or property right of another; (c) contains no materials which is obscene, libelous, defamatory or violates another’s civil right, right of privacy, or is otherwise unlawful; and (d) has not been previously published, in whole or in part. Author(s) shall indemnify and hold Publisher harmless against loss or expenses arising from breach of any such warranties.