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Published online by Cambridge University Press: 24 April 2020
The lack of current research regarding teacher knowledge about early life stress (ELS) in children needs to be expanded. The purpose of this study was to assess teacher knowledge, educational training levels, and their individual ability to identify signs and symptoms of ELS. Participants were given the Early Life Stress Assessment Survey. The statistical analysis of respondent survey data indicated that 85% of survey participants had little or no knowledge of the topic and have not attended at least one professional training course or seminar. This result was significant, because 96% of participating teachers indicated they had students who have experienced ELS in their classrooms. Additionally, participants were asked to identify signs and symptoms of ELS versus other types of learning disabilities. The average survey score was 58% correct answers.
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