Perceptions and readiness of early childhood pre-service teachers for refugee education

This study explores pre-service early childhood teachers’ perceptions and readiness to support refugee children and their families. A survey of 64 participants from university teacher preparation programs assessed their understanding of refugee needs and preparedness for culturally responsive and trauma-informed practices. While participants expressed positive attitudes, notable gaps persisted in their understanding of refugee children’s complex needs, and some exhibited deficit views, seeing refugees primarily through a lens of vulnerability. Although participants felt confident in applying culturally responsive teaching strategies, they reported feeling underprepared to address trauma-related issues and effectively engage with available community resources. These findings highlight the importance of addressing deficit perspectives in pre-service teacher education and underscore the need for more comprehensive training in trauma-informed practices. Additionally, the study points to the necessity of fostering a stronger focus on community resources, enabling future educators to better support refugee children and families. By identifying these gaps, this study offers valuable insights for enhancing teacher preparation programs, ensuring pre-service teachers are better equipped to promote educational equity and inclusive practices in early childhood education.