"It just felt like another thing to do": Examining teacher barriers and motivators to utilizing trauma-informed resources during COVID-19

Given that over two-thirds of children in the United States are exposed to at least one traumatic event by age 16, it is imperative that schools support these students with trauma-informed practices and resources. The current study investigated factors that affected teacher use of trauma-informed resources within two school districts in California during the COVID-19 pandemic. The specific research questions included assessing how intrinsic barriers, extrinsic barriers, administrator support, and school climate affect the use of trauma-informed resources, as well as what barriers to and motivators of implementation teachers report. Eighty-five teachers participated. A logistic regression model indicated that teacher-administrator relationships (B = 0.77, p = .016) and intrinsic barriers (B = -0.84, p = .002), were predictive of resource use. Open-ended responses revealed barriers to teacher resource use that included lack of time and district problems. Teachers reported being motivated to use resources based on their concern for the well-being of students and themselves. Results indicate a myriad of extrinsic and intrinsic barriers making it difficult for teachers to use resources despite their motivation to support themselves and their students, and have implications for rethinking the way that teachers are expected to operate within the school system. Teachers are motivated to support themselves and their students as they contend with stressors.Teachers face multiple barriers to implementing trauma-informed practices.Teachers who feel supported by their administrations are more likely to use resources.