10 Sep What helps children feel safe after trauma?
For young children who have experienced trauma, childcare and preschool can sometimes feel noisy, unpredictable or overwhelming. New research suggests the confidence and support of their educators can make an important difference.
Early childhood teachers often become some of the most consistent adults in a young child’s life outside the family.
For children who have experienced family violence, neglect, instability, displacement or other forms of trauma, that relationship can be especially important.
New Adelaide University research found that educators who feel confident in their skills are more likely to respond calmly, adapt their approach and persist when a child is struggling.
Researcher Dr Susie Raymond says it is not simply a matter of knowing what to do.
“It’s not just about whether a teacher knows what to do, but whether they feel equipped and have the confidence to respond,” she says.
Trauma can show up through behaviour
Young children do not always have the words to explain what they are feeling.
Trauma may instead appear as difficulty separating from a parent, strong reactions to change, withdrawal, problems regulating emotions or behaviour that seems out of proportion to the situation.
There may also be difficulties with sleep, concentration, relationships and learning.
This does not mean every challenging behaviour is a sign of trauma. But for children who have experienced significant adversity, ordinary early childhood routines can sometimes feel uncertain or overwhelming.
“How a teacher responds in that moment – whether that’s calming distress or supporting emotional regulation and learning – can have a lasting impact on a child,” Dr Raymond says.
Relationships matter
The study followed three early years teachers working in a disadvantaged South Australian community where trauma was regularly encountered.
Rather than using the same response for every child, teachers adapted classroom environments, responded to emotional cues, built strong relationships and worked closely with families.
This is often described as trauma-informed practice.
It does not require educators to know every detail of a child’s history. Instead, it recognises that difficult behaviour may be communicating distress and aims to provide safety, predictability and connection.
A calm adult, familiar routines and knowing what will happen next can all help.
Teachers need support too
The researchers stress that responsibility cannot simply be placed on individual teachers.
Associate Professor Lesley-Anne Ey says staffing levels, group sizes, training and workplace support all affect an educator’s ability to give vulnerable children the attention they need.
“Supporting their confidence and capability is one of the most powerful ways we can improve outcomes for children,” she says.
The researchers are calling for greater trauma-informed training during teacher education and throughout educators’ careers.
What can parents look for?
Parents can look beyond facilities and activities and pay attention to how educators interact with children.
Are adults calm when children become upset? Does your child have an educator they know and trust? Are routines predictable? Does the service work with families and try to understand what may be behind difficult behaviour?
If a child is going through a difficult or disruptive period, parents can also speak privately with educators about anything that may help.
Families do not necessarily need to disclose every detail. Sometimes simply knowing that a child is under extra stress can help educators respond with greater patience and consistency.
For vulnerable children, feeling safe enough to learn often comes before the learning itself.
