From the loss of a loved one to witnessing a horrific accident, children encounter various hardships that affect their biological, cognitive, and psychosocial development. Teachers are often the first to encounter and routinely interact with a child that may be navigating a traumatic experience. Although there is extensive literature indicating the necessary steps academic institutions need to take when responding to child trauma, there is less research that focuses on teachers’ experiences managing such situations. This project aims to investigate teachers’ perceptions, direct experiences, and reactions to working with children that have experienced trauma.
