Teachers’ Experiences with Trauma-Informed Practices as Early Implementers of UTK Expansion (TK Survey Part 5)

We surveyed 21 transitional kindergarten (TK) teachers about trauma-informed practices. Our findings reveal that while TK teachers are actively implementing trauma-informed practices into daily interactions, they are doing so largely through individual effort. Consequently, many TK teachers report experiencing secondary traumatic stress and burnout.

This brief provides a data-driven framework for education leaders looking to transition from "check-the-box" professional learning to robust system-level support, plus the empirical backing classroom teachers need to advocate for targeted professional learning and systemic-level support.