Trauma-Informed Education During Crisis

Estonian Teachers’ Response to Ukrainian Refugee Students

Abstract

The Russian invasion of Ukraine has led to one of the most significant refugee crises in modern European history, with over 120,000 Ukrainian refugees entering Estonia in 2022. Among this displaced population, children face heightened vulnerabilities stemming from exposure to war-related trauma, abrupt displacement, and challenges adjusting to new sociocultural environments. These adversities can result in long-term psychological consequences such as post-traumatic stress disorder (PTSD), anxiety, depression, and learning difficulties. Schools play a critical role in supporting the recovery and integration of refugee children, yet educators often report feeling underprepared to meet the complex needs of traumatized students. This study explores how Estonian educators were trained in trauma-informed practices to better support Ukrainian refugee students in the early months of the war.
The mixed-methods research was conducted during Spring 2022 at Tallinn University and the University of Tartu as part of a course developed through the Fulbright Specialist Program. The course was grounded in the Trauma-Informed School Practices (TISP) framework and incorporated neuroscience, attachment theory, and psychological first aid principles. Training activities included intensive readings, classroom simulations, and certification through the National Child Traumatic Stress Network. A total of 63 participants—teachers, education assistants, and pre-service education students—completed the ARTIC-35 survey before and after the course and submitted reflective writing assignments.
Quantitative findings revealed statistically significant improvements across all five ARTIC subscales (Cause, Response, On-the-job Behavior, Self-efficacy, and Reactions to the Work), with medium to large effect sizes. These outcomes suggest that the training enhanced participants’ knowledge, confidence, and professional attitudes toward trauma-informed care. Qualitative analysis of the writing assignments surfaced recurring themes related to emotional and physical safety, the role of neurobiological understanding in shaping empathetic responses, the importance of modeling emotional regulation, and the application of trauma-informed tools such as sensory spaces and relationship-based interventions.
Notably, participants contextualized their learning within the broader fear of Russian aggression, drawing parallels between Estonia’s history and Ukraine’s present. Many described forming emergency evacuation plans or joining Estonia’s voluntary defense forces, heightening their emotional investment in the refugee crisis. This emotional proximity enhanced their motivation to provide safe, supportive, and inclusive classrooms for Ukrainian students.
This study underscores the transformative potential of trauma-informed teacher education, particularly when delivered in culturally and emotionally resonant contexts. The findings contribute to the growing body of research supporting trauma-informed approaches in education and highlight the importance of preparing educators not just with strategies but with the mindset necessary to foster healing-centered learning environments.

DOI: https://zenodo.org/records/18664466