Impact of Trauma-Informed Training and Mindfulness-Based Social–Emotional Learning Program on Teacher Attitudes and Burnout: A Mixed-Methods Study

• Published in: School mental health 2021-03, Vol.13 (1), p.55-68
• Main Authors: Kim, Sue, Crooks, Claire V., Bax, Karen, Shokoohi, Mostafa
• Format: Article
• Language: English
• Subjects: Beginning Teachers; Behavior Problems; Behavioral Science and Psychology; Burnout; Child and School Psychology; Children; Classroom Techniques; Classrooms; Clinical Psychology; Developmental Psychology; Education; Educational Environment; Fatigue (Biology); Intervention; Job satisfaction; Learning; Measures (Individuals); Metacognition; Mindfulness; Mixed methods research; Original Paper; Outcomes of Education; Program Effectiveness; Psychology; School districts; School environment; Self Efficacy; Social Emotional Learning; Social skills; Stress Management; Student behavior; Teacher Attitudes; Teacher Burnout; Teacher Education; Teaching; Trauma
• ISSN: 1866-2625; 1866-2633
• DOI: 10.1007/s12310-020-09406-6

A trauma-informed approach can give teachers the strategies they need to help children affected by trauma reach their full potential in the classroom. Mindfulness-based social–emotional learning (SEL) programs equip teachers with essential tools to create a trauma-informed classroom, which in turn helps alleviate stress associated with supporting trauma-impacted children. Because existing research on SEL programs has predominantly focused on student well-being, there is a paucity of research examining teacher outcomes and the integration of a trauma-informed framework. The purpose of the study was to investigate the benefits of trauma-informed training and MindUP delivery on educator attitudes and burnout. Intervention educators received trauma-informed and MindUP training and implemented MindUP in their classrooms. Comparison educators did not participate in training and taught their usual curriculum. We compared trauma-informed attitudes and burnout levels among 112 educators ( n  = 71 intervention, n  = 41 comparison) using the Attitudes Related to Trauma-Informed Care (ARTIC) scale and the Maslach Burnout Inventory. Pre- and post-intervention quantitative data were augmented by qualitative focus group data. Results showed that educators in the intervention group reported significant decreases in emotional exhaustion, and significant improvements in the reactions subscale and overall scores on the ARTIC scale. Greatest improvements in self-efficacy and personal accomplishment were observed among educators who implemented MindUP for two consecutive years. These findings were supported by focus group data. Our results show that infusing trauma-informed training with an existing mindfulness-based SEL intervention may encourage teachers to embrace trauma-sensitive attitudes and reduce burnout.