The Comeback Kid Strikes Again

  Problem There is a need for teacher preparation experiences that focus on trauma, the influence of trauma on children and teachers, and techniques to help children and teachers become successful. The problem is the absence of teacher preparation on how trauma impacts students, and trauma-sensitive instruction. Purpose The purpose of this qualitative study was to explore how teachers’ perspectives about teacher preparation experiences influenced their teaching strategies and the creation of supportive environments for preschool children who have experienced trauma. The purpose of this study is how to manage the social-emotional welfare of students, that forces teachers to learn how to appropriately and calmly respond to difficult student behaviors while on the job (Phifer & Hull, 2016). The knowledge possessed by teachers and the methods they use to respond to trauma have the potential to positively or negatively impact traumatized children (Cole, Eisner, Gregory, & Ristuccia,

  Problem There is a need for teacher preparation experiences that focus on trauma, the influence of trauma on children and teachers, and techniques to help children and teachers become successful. The problem is the absence of teacher preparation on how trauma impacts students, and trauma-sensitive instruction. Purpose The purpose of this qualitative study was to explore how teachers’ perspectives about teacher preparation experiences influenced their teaching strategies and the creation of supportive environments for preschool children who have experienced trauma. The purpose of this study is how to manage the social-emotional welfare of students, that forces teachers to learn how to appropriately and calmly respond to difficult student behaviors while on the job (Phifer & Hull, 2016). The knowledge possessed by teachers and the methods they use to respond to trauma have the potential to positively or negatively impact traumatized children (Cole, Eisner, Gregory, & Rist