Beyond the behavior: Teachers’ trauma-informed attitudes relate to lower expulsion risk among uninhibited preschoolers

Alysse M. Loomis, Timothy W. Curby and Katherine M. Zinsser

Children and Youth Services Review, 2023, vol. 145, issue C

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.

Keywords: School discipline; Early childhood; Child maltreatment; Child adversity; Executive functioning (search for similar items in EconPapers)
Date: 2023
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Persistent link: https://EconPapers.repec.org/RePEc:eee:cysrev:v:145:y:2023:i:c:s0190740923000014

DOI: 10.1016/j.childyouth.2023.106806

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