“We Understand, But Need Support”: Teachers’ Perspectives on Trauma-Informed Practices in Universal Transitional Kindergarten

As the national movement toward universal preschool gains momentum, trauma-informed practices (TIP) are increasingly recognized as foundational for promoting equitable and developmentally responsive early education. Despite this growing emphasis, research remains limited in examining TIP within transitional kindergarten settings, particularly in California’s pioneering Universal Transitional Kindergarten (UTK). Additionally, the absence of a cohesive TIP framework complicates effective implementation and highlights the need to understand teachers’ experiences. To address these gaps, we conducted reflexive thematic analysis of semistructured interviews with 21 UTK teachers across California to explore their understanding of TIP and experiences as early implementers. Two major themes emerged: (a) current TIP strategies–including demonstrating empathy, fostering inclusive and emotionally safe classroom environments, building robust family-school partnerships, and adopting caregiver roles beyond academics; and (b) critical supports necessary for effective TIP implementation, notably structured interdisciplinary collaboration with school psychologists and social workers, targeted professional development, and resources addressing secondary traumatic stress among educators. Findings highlight significant gaps between existing TIP implementation and essential systemic support. This study provides crucial insights to inform UTK policy, refine TIP frameworks, and delineate pivotal roles school psychologists play in fostering sustainable trauma-informed educational environments, thereby enhancing developmental outcomes and school readiness for young children.Impact StatementThis study reveals that teachers in UTK programs actively use trauma-informed practices, such as empathy and family engagement and fostering family engagement, to support young children’s emotional needs. However, findings highlight critical gaps, emphasizing the urgent need for structured collaboration with school psychologists and targeted professional development to enhance teacher well-being and promote effective trauma-informed early childhood education. By illuminating teachers’ lived experiences and practical challenges, our findings provide empirical insights essential for developing a cohesive TIP framework.