This article presents
a faculty-guided undergraduate action research project that focuses on
advancing trauma-informed practices and social-emotional learning (SEL) in
early childhood education. Rooted in a strong theoretical framework that
encompasses Bronfenbrenner’s Ecological Systems Theory, Attachment Theory,
Erikson’s Psychosocial Development, and the Adverse Childhood Experiences
(ACEs) framework, the study addresses the urgent need for early educators to be
equipped to support children experiencing trauma. Through a collaborative model
that bridged university coursework and real-world engagement, an undergraduate
student led a professional development initiative at a university-affiliated
early learning center. The project employed a pre-survey and post-survey
methodology to assess the effectiveness of the intervention among 19 early
childhood professionals, including teachers, administrators, and support staff.
Findings indicated significant increases in educator
confidence, trauma-related knowledge, and understanding of the importance of
family engagement. Notably, the percentage of participants who felt “extremely
comfortable” supporting learners struggling with self-regulation early learners
rose markedly following the intervention, and the majority reported an enhanced
understanding of ACEs and SEL strategies. The article reveals a significant
shift in the participating early childhood professional regarding self-care and
the need of family partnerships in behavioral support—two key elements of
trauma-informed care.
The influence on early childhood educators is
highlighted as well as the need for high-impact practices in undergraduate
leadership development in education. The student investigator demonstrated
competencies in research design, professional communication, problem-solving,
and scholarly dissemination. Participation in regional and national conferences
further expanded the student’s academic and professional identity. These
experiences underscored the value of embedding service learning, action
research, and mentorship in early childhood teacher preparation programs.
Ultimately, this study reinforces the significance of
sustained, reflective, and context-specific professional development for early
childhood educators. It also reveals how faculty-student partnerships grounded
in equity and community engagement can yield dual benefits: enhancing practice
in early learning environments and equipping emerging leaders in the field. The
authors conclude by emphasizing that trauma-informed education with a link to
early childhood education, when aligned with collaborative inquiry, can
transform both pedagogy and leadership pathways in early childhood education.
