Knowledge on Trauma, Adverse Childhood Experiences, and Parental Bonding in a Sample of Italian Teachers

Adverse Childhood Experiences encompass traumatic events in childhood, such as abuse and neglect. Early identification of trauma is vital for children's well-being and long-term mental health, highlighting the importance of school and family interventions. This research examines teachers' knowledge of physical and behavioural signs of childhood trauma in preschool and school-age children. It assesses their ability to identify trauma indicators, explores their perceptions of knowledge and training needs, and investigates the prevalence of Adverse Childhood Experiences and the influence of perceived parental styles on trauma experiences. Participants were 84 female teachers working in kindergartens and primary schools. Results show that the knowledge possessed by teachers may be insufficient for the identification of signs and symptoms of trauma. In fact, they are the first to perceive their knowledge as relatively inadequate and to show the need for further specialist training. The importance of continuous professional development for teachers is emphasized, as it can enhance their ability to recognize trauma-related signs and implement appropriate support strategies. In the present study, teachers' personal experiences with adverse events do not influence their knowledge of trauma. However, maternal care was negatively correlated with the likelihood of experiencing adverse or traumatic events. This finding aligns with existing literature on the protective role of caregiving, emphasizing the need for early interventions targeting parents from childhood.