Developing Trauma-Informed Early Childhood Support in Pakistan: Exploring Teacher and Parent Roles in Mitigating Adversity for Children with Special Needs

https://doi.org/10.55966/assaj.2025.4.1.099

Abstract

This qualitative study explored how early childhood teachers and parents in Pakistan understand and respond to trauma in children with disabilities. Guided by Attachment Theory and the Trauma-Informed Care (TIC) Framework, the research aimed to uncover perceptions, challenges, and potential supports for trauma-affected children in early education settings. Using a multiple case study design, data were collected from 20 participants (10 teachers and 10 parents) through semi-structured interviews and focus group discussions in both urban and rural areas. Thematic analysis revealed that teachers had limited formal training on trauma and primarily relied on reactive behavioral strategies, though they expressed a strong desire for professional development. Parents exhibited limited awareness of trauma, often influenced by cultural beliefs and stigma, and faced significant barriers in accessing services. Cross-cutting themes included the need for community-based support, home-school collaboration, and attention to systemic issues such as poverty and neglect. The findings highlight a critical gap in trauma-informed frameworks in Pakistan and underscore the importance of culturally adapted teacher training, parent education, and integrated support systems. Recommendations include developing national trauma-informed guidelines, fostering multi-sectoral collaboration, and embedding trauma-sensitive content into teacher education programs. This study contributes to the growing global discourse on inclusive and trauma-responsive early childhood care, particularly in low-resource contexts.

Keywords: trauma-informed care, early childhood education, disability, teacher perceptions, parental beliefs, Pakistan, inclusive education