Enhancing access to high-quality early childhood education (ECE) represents one promising pathway toward reducing the disparities in school-related outcomes for children from under-resourced and minoritized communities. In this paper we describe the Trauma- and Resilience-informed Early Enrichment (TRiEE) initiative, an innovative community schools (CS) approach to ECE that was designed to bolster the capacity of public pre-K programs to provide holistic, family-centered, and trauma-informed services. As such, TRiEE features the integration of trained psychiatric social workers (PSWs) into one public school district's set of early education centers (EECs). We hypothesized that this approach to ECE could be positively associated with the acquisition of key skills that are foundational to children's school readiness. Student-level de-identified administrative data, drawn from the Desired Results Developmental Profile (DRDP), was obtained from twenty-four TRiEE-affiliated EECs in a large, urban public school district over the course of three academic years. Results from mixed-effects models showed that students at sites actively implementing TRiEE demonstrated significantly greater rates of improvement in socio-emotional, cognitive, and physical outcomes (all p < 0.05) in comparison to children participating in sites which were not yet actively implementing TRiEE.

中文翻译：

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通过基于创伤和复原力的社区学校方法，促进公平获得高质量的幼儿教育


增加获得高质量幼儿教育 (ECE) 的机会是减少资源贫乏和少数民族社区儿童在学校相关成果方面的差异的一条有希望的途径。在本文中，我们描述了创伤和复原力知情早期强化 (TRiEE) 计划，这是一种创新的社区学校 (CS) 早期教育 (ECE) 方法，旨在增强公共学前教育项目的能力，提供全面的、以家庭为中心的、和创伤知情服务。因此，TRiEE 的特点是将经过培训的精神科社会工作者 (PSW) 整合到一个公立学区的一组早期教育中心 (EEC) 中。我们假设这种 ECE 方法可能与儿童入学准备的关键技能的获得呈正相关。学生级别的去识别化管理数据取自期望结果发展概况 (DRDP)，是在三个学年的过程中从大型城市公立学区的 24 个 TRiEE 附属 EEC 获得的。混合效应模型的结果表明，与尚未积极实施 TRiEE 的站点的学生相比，积极实施 TRiEE 的站点的学生在社会情感、认知和身体结果方面表现出显着更高的改善率（所有 p < 0.05）特里伊。