Pre-service teachers views of student trauma in the secondary science classroom

Abstract

Culturally responsive pedagogy (CRP) and trauma-informed practices (TIPs) are essential strategies for creating inclusive and supportive learning environments. This convergent mixed-methods study explores pre-service secondary science teachers' (PSSTs) self-confidence in their ability to be culturally responsive and trauma-informed, as well as their perceptions of student trauma in their classrooms. Quantitative data was collected using the Culturally Responsive Teaching Self-Efficacy (CRTSE) survey (Siwatu, 2007) and the Attitudes Related to Trauma-Informed Care (ARTIC) scale (Baker et al., 2016), revealing that participants were, on average, 81.74% confident in their ability to integrate CRP and TIPs into their classrooms. Qualitative data, obtained through semi-structured interviews, confirmed these findings, highlighting five themes that that emerged from semi-structured interviews are: (a) consulting other teachers about students, (b) prioritizing relationship-building over probing into trauma, (c) recognizing trauma triggers, (d) providing students with autonomy, and (e) demonstrating compassion. These themes align with core CRP and TIPs principles, emphasizing the overlap between both frameworks in fostering positive student outcomes. Notably, while CRP has long been embedded in teacher education, the high confidence scores in TIPs suggest that CRP naturally supports trauma-sensitive approaches. The study underscores the need for continued integration of trauma-informed strategies into teacher training programs, particularly in science education, where research on TIPs remains limited.