Preschool Teachers’ Knowledge and Competence on Trauma

Türkiye is frequently exposed to traumatic events such as natural disasters, migration, and socio-political crises, making trauma a significant concern across various professional domains. Teachers, particularly in early childhood education, are among the key groups expected to recognize and respond to trauma-related needs in children. This study aims to examine preschool teachers’ knowledge and competence regarding trauma. The study is designed with a qualitative approach and conducted through semi-structured interviews with the participants. It was found that many teachers had no formal training on trauma, and those who had received training only participated in a few hours of sessions. Teachers indicated that they felt inadequate regarding trauma. Thematic data analysis revealed three main themes: the teachers’
knowledge and beliefs, the impact of traumatic events, and interventions and strategies. The results show that teachers are not competent in trauma-sensitive approaches, that they need comprehensive training on this subject, and that they lack awareness of triggers and appropriate classroom environments. Teachers emphasized the need for both practical courses during undergraduate education and in-service training to become trauma-informed educators.

Cite this article as: Türk-Kurtça, T.,Ahmetoğlu, E., & Şirin, T.S. (2025). Preschool teachers’ knowledge and competence on trauma. HAYEF: Journal of Education, 2025, 22, 0004, doi: 10.5152/ hayef.2025.25004.