A growing number of early childhood education (ECE) programs are using trauma-informed trainings to support teachers in better managing children’s trauma-related challenging behaviors. However, there is not a great deal of research on how effective these programs are for improving children’s school-related outcomes. This study examines whether a 6-hour trauma-informed training provided to preschool teachers was related to children’s child expulsion risk, teacher perception of child behavior, and student-teacher relationships. Seventy-four teachers from 7 elementary schools in the Mountain West region received a six-hour trauma-informed training over three months. Children’s school-related outcomes were collected through teacher report in pre- and post-training surveys. Linear growth modeling was used to estimate change in children’s outcomes over time, adjusting for child gender and student-teacher racial/ethnic match. There were significant decreases in child disruption, a subscale of expulsion risk, and improvements in student-teacher closeness following training; no other child outcomes changed significantly. More evidence-based research is needed to support or refute whether trauma-informed training is effective and promotes positive child outcomes.

越来越多的幼儿教育 （ECE） 计划正在使用创伤知情培训来支持教师更好地管理儿童与创伤相关的挑战性行为。然而，关于这些计划对改善儿童学校相关结果的有效性，并没有大量的研究。本研究考察了为学前教师提供的 6 小时创伤知情培训是否与儿童被开除的风险、教师对儿童行为的看法以及师生关系有关。来自西部山区 7 所小学的 74 名教师在三个月内接受了 6 小时的创伤知情培训。通过培训前和培训后调查中的教师报告收集儿童与学校相关的结果。线性生长模型用于估计儿童结果随时间的变化，调整儿童性别和师生种族/民族匹配。儿童干扰、开除风险的分量表以及培训后师生关系的改善显着降低;其他儿童结局没有显著变化。需要更多的循证研究来支持或反驳创伤知情培训是否有效并促进积极的儿童结局。