Global Trends in Trauma-Informed Teacher Education: A Secondary Survey-Based Analysis of Teacher Well-being and Pedagogical Readiness
Monalisha Saha Goswami
Visiting Professor, Lalbaba College, Howrah-711202
monalishasg.here@gmail.com
Submitted on: 13.11.2025
Accepted on: 25.03.2025
Abstract: The increasing worldwide emphasis on trauma-informed education highlights the importance of examining the intersections between teacher health, professional readiness, and institutional supports in modern teacher education systems. This study aims to map global trends in trauma-informed teacher education by providing a comparative analysis of secondary survey data from large, verified datasets, including: the Teaching and Learning International Survey (TALIS 2018, 2024), the Global Reports from the UNESCO-Teacher Task Force (2021, 2024), UNICEF’s Education in a Post-COVID Word (2021) and Education International’s Global Report on the Status of Teachers (2022). This study takes a meta-analytic and comparative approach to analyze how these surveys attend to teacher strain, emotional adjustment, and readiness to engage with trauma-informed pedagogy across OECD and Global South contexts.
According to the commentary, OECD countries are starting to implement whole-school well-being policies and professional development in trauma-informed practices, while the majority of countries within the Global South are still very much in the early stages of conceptualizing and implementing whole-school policies. The paper showcased a growing “trauma preparedness gap,” a term that signifies unequal access to psychosocial training, relevant institutional support, and resources for educators in low- and middle-income countries. As we see in this cross- national synthesis, there is an urgent need for some international policy alignment, equitable levels of professional training and practice sharing, and sustainable emotional support structures in teacher education programs that will foster trauma-informed, trauma-responsive, and inclusive classrooms globally.
Key Words: Trauma-informed pedagogy, teacher education, secondary survey analysis, teacher well-being, OECD, Global South, UNESCO, TALIS, emotional resilience, comparative education.