A Systematic Review of the Existing Evidence on Early Year Interventions for Trauma and Violence Prevention

Abstract

Exposure to violence in early childhood is considered a public health issue and is a significant predictor of becoming a victim or perpetrator of violence later in life. There has been a significant increase in violence intervention and prevention programs that are available for children and young people; however, there are few evidence-based interventions for younger children. This review systematically explores the existing impact evidence for available intervention and prevention programs targeted at young children (ages 3–8) across the United States and United Kingdom. It also explores the feasibility and methodological issues faced with school-based prevention work. Using the Preferred Reporting Items for Systematic Reviews and Meta-Analyses guidelines, six electronic databases were systematically searched. Of the initial 766 articles, 13 met the final inclusion criteria. The findings showed that early intervention programs for vulnerable children can promote prosocial behaviors and protective factors. Outcomes included improved academic achievement, implementation of Social Emotional Learning-based learning, decrease in violence and criminal justice-related outcomes, and increased resiliency and emotional development among children. Evidence also showed that trauma-informed training for staff and teachers can increase teacher awareness of trauma and the importance of trauma-informed practices. Most programs showed a positive change in children as a result of early intervention programs. We discuss important issues for policy and practice in early years teaching, particularly for high-risk populations, and the importance of trauma-informed practices in the long-term, public health approach to violence prevention and reduction. We also highlight important areas for future research on violence prevention programs.