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.

以创伤为导向的方法可以为教师提供他们需要的策略，以帮助受创伤影响的孩子在课堂上发挥其全部潜能。基于正念的社会情感学习（SEL）计划为教师配备了必要的工具，以创建具有创伤信息的教室，从而帮助减轻与抚养受创伤影响的孩子相关的压力。由于对SEL计划的现有研究主要集中在学生的幸福感上，因此缺乏研究来检验教师的成绩和整合创伤信息框架的研究。这项研究的目的是研究创伤知情的培训和MindUP交付对教育者态度和倦怠的益处。干预教育者接受了有关创伤的知识和MindUP培训，并在教室中实施了MindUP。比较教育工作者没有参加培训，而是教了他们通常的课程。我们比较了112位教育者对创伤知情的态度和倦怠程度（n  = 71次干预，n = 41比较），使用与创伤知情服务有关的态度量表（ARTIC）和Maslach倦怠量表。干预前和干预后的定量数据通过定性焦点小组数据进行了补充。结果表明，干预组的教育者报告说，他们的情绪疲惫显着减少，而反应分项量表和ARTIC量表的总分均有显着改善。在连续两年实施MindUP的教育工作者中，观察到自我效能和个人成就的最大改善。这些发现得到焦点小组数据的支持。我们的研究结果表明，在现有的基于正念的SEL干预措施中融入创伤知情的培训可能会鼓励教师采取对创伤敏感的态度并减少倦怠感。