Teacher confidence plays a central role in how young children experiencing trauma are supported in early learning settings, according to new research from Adelaide University examining Australia’s childcare sector.
The study, published this week in The Australian Educational Researcher, finds that teacher self-efficacy, defined as confidence in knowledge and ability, shapes how educators respond to children affected by trauma and can influence long-term wellbeing and development.
The findings come at a time when Australia’s early childhood education sector faces workforce shortages and growing child safety concerns. Researchers point to rising demand for support, with more than 42,000 cases of child abuse or neglect substantiated across the country in 2023–24, alongside broader exposure to trauma linked to family violence, poverty and instability.
Children affected by complex trauma often face ongoing challenges, including disrupted brain development, emotional regulation difficulties and increased risks of anxiety, depression and behavioural issues. These factors can also affect sleep, learning, concentration and relationships, with long-term impacts on education and health if early support is not provided.
Susie Raymond said the research shows that teachers with stronger confidence are better equipped to manage these challenges in the classroom.
“Because trauma is widespread across early childhood, many early years teachers will encounter children who have been affected by it,” Dr Raymond said.
“Early childhood education settings should be safe, nurturing and stimulating environments. But for children who have experienced trauma, they can often seem overwhelming and unpredictable, which can lead to a range of complex and challenging behaviours.
“Early years teachers play an important role in safeguarding young children in their care. But how a teacher responds in that moment – whether that’s calming distress or supporting emotional regulation and learning – can have a lasting impact on a child.
Australia’s childcare sector faces workforce shortages and rising safety concerns. More than 42,000 cases of child abuse or neglect were confirmed in 2023–24. Many children are also exposed to trauma from family violence, poverty and instability
“When a nurturing, protective adult is present, they can help lessen or sometimes even prevent the negative impacts of trauma.
“That’s where teacher self-efficacy becomes critical. It’s not just about whether a teacher knows what to do, but whether they feel equipped and have the confidence to respond.”
The research followed three early years teachers working in a disadvantaged South Australian community, where trauma was described as a constant presence in the classroom. Rather than relying on fixed teaching methods, educators adopted flexible, relationship-based approaches, adjusting environments, responding to emotional cues and working closely with families.
Co-researcher Lesley-Anne Ey said the study highlights the need to strengthen both teacher capability and the conditions in which they work.
“Teachers are doing incredibly complex work in early childhood education settings. Supporting their confidence and capability is one of the most powerful ways we can improve outcomes for children,” Assoc Prof Ey said.
“Given the significant amount of time early years teachers spend with children, their practice can play a critical role in mitigating the impacts of complex trauma.
“Mandatory professional learning that supports trauma-informed practices must be embedded in pre-service teaching education and ongoing training.
“But we also need to recognise the structural factors that influence this work, particularly staffing pressures, which affect group sizes, ratios and the capacity to provide the level of support these children need.
“With South Australia set to expand access to preschool for three-year-olds, greater investment in teacher capability is more important than ever.
“Only when teachers feel equipped, confident and supported to respond to trauma can they make a meaningful and sustainable difference for children – and help break cycles of disadvantage.”
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