Presentation Information
[w5gNzYeC-04]Responding to Trauma in Non-Formal Education: A Quantitative Needs Assessment of Trauma-Informed Informal Educators within the COPE Project
*Tomislav Mestrovic1,2,3, Ena Bandov4, Goran Bandov5 (1. Department of Nursing, University North, University centre Varazdin, Varazdin (Croatia), 2. Department of Health Metrics Sciences, University of Washington School of Medicine, Seattle (USA), 3. Institute for Health Metrics and Evaluation, University of Washington, Seattle (USA), 4. Clinical Hospital Centre Osijek, Osijek (Croatia), 5. International Relations and Sustainable Development Department University of Zagreb, Zagreb (Croatia))
Keywords:
trauma-informed care,non-formal education,informal educators,traumatized learners,Europe
[Purpose] Conducted within the COPE Project “Preparing Non-formal Education in Europe for Traumatized Learners” (ERASMUS+ KA220-ADV, project 2023-1-DE02-KA220-ADU-000155022), this study quantitatively assessed preparedness, knowledge gaps and psychosocial needs of non-formal educators working with trauma-affected learners across Europe, especially those from war-stricken contexts. It aimed to identify predictors of perceived competence, professional strain and training demands to inform development of a trauma-informed training program.
[Method] A multilingual online questionnaire yielded 321 complete responses. It captured sociodemographic data, professional context, prior trauma-related training, self-assessed knowledge of trauma-informed principles (including person-centred care and empathy), perceived competence in managing trauma and indicators of work-related stress, depression and anxiety. We analysed distributions and associations between training exposure, institutional context, stress indicators and perceived preparedness.
[Results] Participants were predominantly female (90.7%), highly educated and mainly employed in social work, education and NGO settings. Insufficient trauma-specific training was the most frequent challenge (61.1%). The analyses showed statistically significant associations between prior trauma-related training and higher perceived preparedness, greater confidence in managing trauma-related behaviours and lower reported difficulty in practice. Professional context influenced perceived institutional support, and higher work-related stress was associated with stronger requests for psychological support and supervision. Age and gender were not consistent predictors.
[Consideration] Findings indicate systemic and modifiable gaps in training and institutional support.
[Conclusion] Structured, culturally adaptable trauma-informed training combined with supervision and psychological support is essential to strengthen educator resilience and improve non-formal educational responses to trauma across Europe.
[Method] A multilingual online questionnaire yielded 321 complete responses. It captured sociodemographic data, professional context, prior trauma-related training, self-assessed knowledge of trauma-informed principles (including person-centred care and empathy), perceived competence in managing trauma and indicators of work-related stress, depression and anxiety. We analysed distributions and associations between training exposure, institutional context, stress indicators and perceived preparedness.
[Results] Participants were predominantly female (90.7%), highly educated and mainly employed in social work, education and NGO settings. Insufficient trauma-specific training was the most frequent challenge (61.1%). The analyses showed statistically significant associations between prior trauma-related training and higher perceived preparedness, greater confidence in managing trauma-related behaviours and lower reported difficulty in practice. Professional context influenced perceived institutional support, and higher work-related stress was associated with stronger requests for psychological support and supervision. Age and gender were not consistent predictors.
[Consideration] Findings indicate systemic and modifiable gaps in training and institutional support.
[Conclusion] Structured, culturally adaptable trauma-informed training combined with supervision and psychological support is essential to strengthen educator resilience and improve non-formal educational responses to trauma across Europe.
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