Trauma-Informed Classroom Check-up: Feasibility and Social Acceptability with Effects on Educator Efficacy, Stress and Burnout

Background and Purpose: Trauma is the most-common psychological health condition with adverse childhood experiences strongly correlated to increased risk for negative outcomes (i.e. substance abuse; criminal justice involvement; mental and physical health concerns). Despite a wealth of knowledge regarding trauma impact on youth, a dearth of research exists regarding educator impact when using evidence-based trauma-informed (TI) interventions. Educator stress, secondary trauma, and burnout are significantly high, due largely to the prevalence of students displaying trauma-responsive behaviors and possibly exacerbated by personal trauma and coping methods.

Methods: The purpose of this study was to assess feasibility and the effectiveness of an adaptation of the evidence-based intervention, the Classroom Check-up (Reinke, 2006), called the Trauma-Informed Classroom Check-Up (TI-CCU)). The TI-CCU uses assessment-based feedback and improved supports, to target educator knowledge of trauma-informed practices, coping, and self-efficacy encouraging reduction of stress and burnout, using web-based curriculum and in-person coaching.

Grounded in Participatory Action Research (PAR) methodology, key stakeholders participated in the study providing input regarding intervention development and delivery. A purposive sampling procedure was used to strategically select secondary educators (n = 14) in a midwestern school district, to contribute depth on delivering trauma-informed services. A combination of measures was used throughout, including surveys and focus group protocol.

This feasibility study and pilot of the TI-CCU utilized a mixed-methods, pre-posttest design. Quantitative data analysis utilized t-tests and the Reliable Change Index to assess statistical and clinical significance. A Concurrent Triangulation Mixed Methods approach using Summative Content Analysis methods helped to dive deeper into educator response and experiences.

Results: Data yielded information regarding educators’ experience with trauma in the classroom; managing personal and/or secondary trauma; feasibility, acceptability and fidelity; along with a preliminary look at intervention effects on educator’s trauma informed knowledge, coping, self-efficacy, stress and burnout levels. Educators described the TI-CCU as feasible and acceptable, with 93% reporting a positive reaction to the intervention. Qualitative data highlighted the ability to implement TI-CCU with fidelity noting overall effectiveness increasing educator knowledge.

Despite a notably underpowered study, the TI-CCU shows promising results on numerous educator variables. Educator knowledge increased, with 36% demonstrating clinically significant increases in scores, including trauma knowledge regarding educator wellness (p = .01; d = 1.27).

Avoidant coping skills (characterized by aspects of self-distraction, denial, substance use, and behavioral disengagement) decreased significantly (p = .000; d = 2.01), with 71% demonstrating clinically reduced scores. Of participating educators, 50% had a clinically significant reduction of stress, and 43% reported clinically significant decreases in burnout scores.

Conclusion and Implications: Study implications are evident as it addresses the critically high occurrence of trauma impacted students with effected behavior, academic performance, and overall well-being. With a drastic increase in students reporting mental health concerns after the pandemic in 2020, there is a heightened need to implement evidence-based training and coaching for educators. Importantly, the TI-CCU promotes increased support and resources necessary to navigate complex needs associated with trauma-responsive behaviors while helping educators maintain their own well-being, simultaneously benefiting student academic outcomes and overall success as well.