Exposure to trauma, such as community violence, has far-reaching effects on childrens’ learning and behavior. While schools are a critical place to provide positive and safe spaces for students, teachers have self-reported a lack of knowledge on how to work effectively with traumatized students. In response to this, there has been an increase in teacher training on trauma-related topics. However, it is unclear how training impacts teachers’ trauma knowledge and difficulty responding to traumatized students in the classroom. As such, this exploratory study used a survey (N = 94) with Los Angeles teachers to assess whether training on violence and trauma is related to trauma knowledge and reported difficulty responding to traumatized students. Regression analyses indicate that total training increased teachers’ trauma knowledge, which was found to mediate teachers’ difficulty responding to traumatized students. Findings from this study support the need for a focus on trauma-informed training within the education context.

遭受创伤，例如社区暴力，会对儿童的学习和行为产生深远的影响。虽然学校是为学生提供积极和安全空间的关键场所，但教师们自我报告称，他们缺乏如何与受创伤的学生有效合作的知识。对此，有关创伤相关主题的教师培训有所增加。然而，目前尚不清楚培训如何影响教师的创伤知识以及在课堂上对受创伤学生做出反应的困难。因此，这项探索性研究使用了一项调查（N = 94) 与洛杉矶教师一起评估暴力和创伤培训是否与创伤知识相关，并报告对受创伤学生做出反应的困难。回归分析表明，总体培训增加了教师的创伤知识，发现这可以调节教师对受创伤学生做出反应的困难。这项研究的结果支持在教育背景下关注创伤知情培训的必要性。