To better understand how young children experiencing trauma are supported in early learning settings, researchers at the University of Adelaide investigated the role of teacher self-efficacy (the confidence teachers have in their own knowledge and abilities) in creating safe and responsive learning environments.
Published in Australian education researcher This week’s research has found that teacher self-efficacy is a key factor in improving outcomes for vulnerable children, highlighting the important role early years teachers play in supporting children’s wellbeing and breaking cycles of disadvantage.
These findings come against a backdrop of growing need. In Australia, more than 42,000 cases of child abuse or neglect were documented in 2023-2024, with the highest rates among the youngest children. Many more children are exposed to complex trauma through experiences such as domestic violence, displacement, poverty and instability.
Children who experience complex trauma may face significant lifelong challenges. Trauma can disrupt brain development, affect emotional regulation, and increase risk for anxiety, depression, and behavioral disorders. It is also associated with lack of sleep, difficulty learning and concentrating, and difficulty building relationships. Without early support, these effects can persist and impact school participation, academic achievement, and long-term health and well-being.
University of Adelaide researcher Dr Susie Raymond said teachers who were confident in their knowledge and abilities were more likely to persevere despite challenges, take a tailored approach to each child and develop a range of strategies to support behavior, engagement and wellbeing.
“Trauma is so prevalent in early childhood that many early childhood teachers will encounter children affected by trauma,” Dr. Raymond said.
“Early childhood settings should be safe, nurturing, and stimulating environments. However, for children who have experienced trauma, trauma can often seem overwhelming and unpredictable, which can lead to a variety of complex and challenging behaviors.
“Early childhood teachers play an important role in protecting young children, but how they respond in the moment, whether it’s to alleviate distress or support emotional regulation and learning, can have a lasting impact on children.
“Having a caring and protective adult by your side can reduce or even prevent the negative effects of trauma.
“That’s where teacher self-efficacy comes into play. It’s not just about whether teachers know what to do, it’s about whether they’re prepared and confident.”
The study followed three early-career teachers working in disadvantaged communities in South Australia, where trauma is said to be a constant presence in the classroom. Rather than relying on rigid educational approaches, educators adopted flexible, relationship-based practices that adapt to the environment, respond to emotional cues, and work closely with families.
Co-researcher Lesley-Ann Aye, associate professor at the University of Adelaide, said the findings highlighted the value of teacher self-efficacy, but also highlighted the importance of the environment in which teachers work.
“Teachers have an incredibly complex job in early childhood education settings, and supporting their confidence and competence is one of the most powerful ways to improve outcomes for children,” said Associate Professor Aye.
“Given that teachers spend so much time with children during the early years, their practices can play an important role in mitigating the effects of complex trauma. Essential professional learning that supports trauma-informed practices needs to be incorporated into pre-service education and continuing training.”
Lesley Anne A., Associate Professor, University of Adelaide
“However, we also need to be aware of the structural factors that influence this activity, particularly staffing pressures, which influence group sizes, proportions and the level of support children need.
“With South Australia set to expand access to pre-school education for three-year-olds, further investment in teacher capacity is more important than ever.
“Only when teachers feel competent, confident and supported to respond to trauma can they make meaningful and sustainable changes for children and break cycles of disadvantage.”
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Reference magazines:
Raymond, S., Ai, L.-A. (2026). “People you can run to”: Teachers in the midst of complex trauma. Australian education researcher. DOI: 10.1007/s13384-026-00975-0. https://link.springer.com/article/10.1007/s13384-026-00975-0.
