The Effectiveness of Training and Supervising Urban Elementary SchoolTeachers in Child–Teacher Relationship Training: A Trauma-InformedApproach

This case study explored three urban elementary teachers’ experiences with Child–TeacherRelationship Training (CTRT) and the impact of CTRT on the teachers’ emotionalintelligence, perception of students’ behaviors, and teacher–student stress. The threecharter school teachers from the Southeastern United States received 22 weeks of CTRTcurriculum and completed assessments to track changes in teacher stress, child behaviors,and teacher emotional intelligence. The teachers also engaged in debrief sessions everyweek. They reported a decrease in teacher–student stress; greater understanding andcategorization of child behaviors; and reflection on their own level of ability toperceive, understand, and generate emotions.