Teaching refugee children: Increasing teacher self-efficacy through trauma-informed trainings

This report examines effective training for teachers receiving refugee students. The trainings examined in this report center around teachers becoming more prepared for refugee student trauma and the trainings’ positive effects on teacher self-efficacy. The report includes the following four elements: 1) the background of the problems faced by teachers working with refugee students and implications for their self-efficacy, 2) the theoretical framework in designing trauma-informed trainings for teacher professional development, 3) integration of the research into my specialization, 4) and next steps in conducting a study based on the literature. Ultimately, this report sets out to highlight the need for effective teacher-directed trauma-informed trainings and their potential for increasing teacher self-efficacy in working with refugee children, taking as a discipline of reference the field of educational psychology.