Pub Date : 2026-02-09DOI: 10.1152/advan.00274.2025
Laura Machin Galarza
Understanding immunology requires assimilating a considerable amount of theory. However, adapting the narrative of immunological processes from a human perspective and using accessible language can facilitate an authentic connection with the content, promoting creative teaching. From this viewpoint, an innovative format of micro-narratives is presented: the educational pitch-stories. These communication strategies can motivate while addressing complex topics in a short time. Those introduced here explain the activation, movement, and communication of cells through different manifestations of resilience: the creative resilience of neutrophils, physical resilience in cellular trafficking, and built resilience in the germinal center. This kind of trailer can organize and energize lectures, making the teaching-learning process a more motivating, engaging, meaningful, and flexible experience. From this perspective, new educational tools that combine creativity, shortness, and precision are suggested to guide students toward an understanding of the dynamics of immune responses.
{"title":"Making Immunology memorable: resilience-inspired pitch-stories to launch lectures.","authors":"Laura Machin Galarza","doi":"10.1152/advan.00274.2025","DOIUrl":"https://doi.org/10.1152/advan.00274.2025","url":null,"abstract":"<p><p>Understanding immunology requires assimilating a considerable amount of theory. However, adapting the narrative of immunological processes from a human perspective and using accessible language can facilitate an authentic connection with the content, promoting creative teaching. From this viewpoint, an innovative format of micro-narratives is presented: the educational pitch-stories. These communication strategies can motivate while addressing complex topics in a short time. Those introduced here explain the activation, movement, and communication of cells through different manifestations of resilience: the creative resilience of neutrophils, physical resilience in cellular trafficking, and built resilience in the germinal center. This kind of trailer can organize and energize lectures, making the teaching-learning process a more motivating, engaging, meaningful, and flexible experience. From this perspective, new educational tools that combine creativity, shortness, and precision are suggested to guide students toward an understanding of the dynamics of immune responses.</p>","PeriodicalId":50852,"journal":{"name":"Advances in Physiology Education","volume":" ","pages":""},"PeriodicalIF":1.7,"publicationDate":"2026-02-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"146144374","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2026-02-09DOI: 10.1177/00144029251411003
Bryan G. Cook, Jesse I. Fleming, Tess Fruchtman, Katie Kostin, Amy K. Wasersztein, Danielle A. Waterfield, Suzanne McClain, Nathan P. Welker, Bruna F. Gonçalves, Francis Corr, Olivia Wallace, Stephanie Tatel, Amanda Eiser Hess
Access to published, peer-reviewed articles in special education is important to researchers and practitioners alike. However, much of the published literature base lies behind paywalls, inaccessible to many potential consumers. Although researchers can make their published work openly accessible in multiple ways, there is limited information on (a) the prevalence of open-access publishing, (b) predictors of open-access publishing, and (c) the costs of and options for accessing paywalled articles in special education. To address these gaps in the literature, we conducted a bibliometric analysis examining articles published in 2022 in 43 special education journals ( n = 1,678). In all, 55% of articles were openly accessible; results of a series of two-level logistic regression models indicated that funding for research, non-U.S. corresponding authors, and journal impact factor were positively associated with open-access publishing; and the average cost to access a paywalled article was approximately $36. Implications for equity, scientific progress, and the research-to-practice gap are discussed.
{"title":"Open-Access Publishing in Special Education Journals: A Multi-Level Bibliometric Analysis","authors":"Bryan G. Cook, Jesse I. Fleming, Tess Fruchtman, Katie Kostin, Amy K. Wasersztein, Danielle A. Waterfield, Suzanne McClain, Nathan P. Welker, Bruna F. Gonçalves, Francis Corr, Olivia Wallace, Stephanie Tatel, Amanda Eiser Hess","doi":"10.1177/00144029251411003","DOIUrl":"https://doi.org/10.1177/00144029251411003","url":null,"abstract":"Access to published, peer-reviewed articles in special education is important to researchers and practitioners alike. However, much of the published literature base lies behind paywalls, inaccessible to many potential consumers. Although researchers can make their published work openly accessible in multiple ways, there is limited information on (a) the prevalence of open-access publishing, (b) predictors of open-access publishing, and (c) the costs of and options for accessing paywalled articles in special education. To address these gaps in the literature, we conducted a bibliometric analysis examining articles published in 2022 in 43 special education journals ( <jats:italic toggle=\"yes\">n</jats:italic> = 1,678). In all, 55% of articles were openly accessible; results of a series of two-level logistic regression models indicated that funding for research, non-U.S. corresponding authors, and journal impact factor were positively associated with open-access publishing; and the average cost to access a paywalled article was approximately $36. Implications for equity, scientific progress, and the research-to-practice gap are discussed.","PeriodicalId":48164,"journal":{"name":"Exceptional Children","volume":"247 1","pages":""},"PeriodicalIF":2.8,"publicationDate":"2026-02-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"146146027","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2026-02-08DOI: 10.1080/10401334.2026.2626313
Alex Misiaszek, Abigail Konopasky, Frances Lim-Liberty
Transgender and gender nonconforming (TGNC) individuals in the United States have faced escalating legislative hostility for more than a decade, with a marked acceleration following the legalization of marriage equality in 2015. Federal executive actions and state-level policies enacted in early 2025 represent an unprecedented escalation of this trend, sharply restricting access to gender-affirming care, legal recognition, and diversity, equity, inclusion, and belonging (DEIB) protections. Collectively, these actions constitute a policy-driven public health disaster with profound and potentially life-threatening consequences for TGNC communities. In this perspective, we reframe the current political climate as a policy disaster analogous to natural disasters, arguing that it demands an urgent, coordinated response from health professions educators and institutions. Drawing on disaster scholarship describing the disproportionate harms faced by LGBTQ+ communities during natural disasters, we propose a three-tiered framework for response grounded in cultural humility and critical resistance: (1) integration of structural competency, cultural humility, and advocacy training across undergraduate, graduate, and continuing medical education to prepare clinicians as frontline responders; (2) institutional efforts to address power imbalances and maintain healthcare access for TGNC individuals who are uninsured, undocumented, or living in hostile policy environments; and (3) development of mutually beneficial partnerships with TGNC-led community organizations that often deliver higher-trust and more adaptive care than traditional systems. Through narrative and critical analysis, we argue that medical education must move beyond neutrality to actively resist structural violence. In the absence of state protection, academic medical institutions have both the ethical responsibility and practical capacity to serve as a critical line of defense, mobilizing education, infrastructure, and community partnership to safeguard TGNC health during this unfolding policy disaster.
{"title":"The Curriculum of Resistance: Medical Education as a Critical Line of Defense Against Policy Disaster for Transgender and Gender Nonconforming Individuals.","authors":"Alex Misiaszek, Abigail Konopasky, Frances Lim-Liberty","doi":"10.1080/10401334.2026.2626313","DOIUrl":"https://doi.org/10.1080/10401334.2026.2626313","url":null,"abstract":"<p><p>Transgender and gender nonconforming (TGNC) individuals in the United States have faced escalating legislative hostility for more than a decade, with a marked acceleration following the legalization of marriage equality in 2015. Federal executive actions and state-level policies enacted in early 2025 represent an unprecedented escalation of this trend, sharply restricting access to gender-affirming care, legal recognition, and diversity, equity, inclusion, and belonging (DEIB) protections. Collectively, these actions constitute a policy-driven public health disaster with profound and potentially life-threatening consequences for TGNC communities. In this perspective, we reframe the current political climate as a policy disaster analogous to natural disasters, arguing that it demands an urgent, coordinated response from health professions educators and institutions. Drawing on disaster scholarship describing the disproportionate harms faced by LGBTQ+ communities during natural disasters, we propose a three-tiered framework for response grounded in cultural humility and critical resistance: (1) integration of structural competency, cultural humility, and advocacy training across undergraduate, graduate, and continuing medical education to prepare clinicians as frontline responders; (2) institutional efforts to address power imbalances and maintain healthcare access for TGNC individuals who are uninsured, undocumented, or living in hostile policy environments; and (3) development of mutually beneficial partnerships with TGNC-led community organizations that often deliver higher-trust and more adaptive care than traditional systems. Through narrative and critical analysis, we argue that medical education must move beyond neutrality to actively resist structural violence. In the absence of state protection, academic medical institutions have both the ethical responsibility and practical capacity to serve as a critical line of defense, mobilizing education, infrastructure, and community partnership to safeguard TGNC health during this unfolding policy disaster.</p>","PeriodicalId":51183,"journal":{"name":"Teaching and Learning in Medicine","volume":" ","pages":"1-15"},"PeriodicalIF":1.8,"publicationDate":"2026-02-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"146138109","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"Formal rebuttal to Iwanaga et al. \"Ethical use of cadaveric images in anatomical textbooks, atlases, and journals: A consensus response from authors and editors\".","authors":"Jon Cornwall","doi":"10.1002/ase.70195","DOIUrl":"https://doi.org/10.1002/ase.70195","url":null,"abstract":"","PeriodicalId":124,"journal":{"name":"Anatomical Sciences Education","volume":" ","pages":""},"PeriodicalIF":4.7,"publicationDate":"2026-02-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"146140444","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Jessica N Byram, Sabrina C Woods, Elizabeth R Agosto
Learning embryology is often challenging for students as it requires conceptualizing morphological changes to embryologic structures across time. To further complicate the process, while some structures transition to permanent structures, others disappear or degenerate. Embryology is often taught didactically through lectures which limits student engagement. In this discursive article, we describe how we have implemented student-developed small group sessions where students often create game-based activities to engage their peers in embryologic development in a graduate embryology course. Students sign up to lead a small group session over a particular organ system, develop learning objectives, create an activity, and develop a series of questions for students to work through during the activity. Students can cover any aspect of development of their selected organ system but often choose a congenital abnormality and design their activity around the embryologic process through which the defect occurs. The student can choose any activity, but several session types are recommended including case-based learning sessions, crafting, and games. To date, students have developed a range of activities to demonstrate complex embryological processes and engage their peers in the session. We will describe several game-based activities including: Minute-to-Win-It, Embryology card games, Family Feud, and Jeopardy. Student perceptions of these sessions in end of course evaluations are overall positive and describe how the small group sessions give them an opportunity to apply and integrate embryology content in a fun and low-stakes environment. This article will demonstrate the value of student-developed game-based sessions in engaging their peers in embryology.
{"title":"Promoting engagement in embryology through gamified student-developed small group sessions.","authors":"Jessica N Byram, Sabrina C Woods, Elizabeth R Agosto","doi":"10.1002/ase.70198","DOIUrl":"https://doi.org/10.1002/ase.70198","url":null,"abstract":"<p><p>Learning embryology is often challenging for students as it requires conceptualizing morphological changes to embryologic structures across time. To further complicate the process, while some structures transition to permanent structures, others disappear or degenerate. Embryology is often taught didactically through lectures which limits student engagement. In this discursive article, we describe how we have implemented student-developed small group sessions where students often create game-based activities to engage their peers in embryologic development in a graduate embryology course. Students sign up to lead a small group session over a particular organ system, develop learning objectives, create an activity, and develop a series of questions for students to work through during the activity. Students can cover any aspect of development of their selected organ system but often choose a congenital abnormality and design their activity around the embryologic process through which the defect occurs. The student can choose any activity, but several session types are recommended including case-based learning sessions, crafting, and games. To date, students have developed a range of activities to demonstrate complex embryological processes and engage their peers in the session. We will describe several game-based activities including: Minute-to-Win-It, Embryology card games, Family Feud, and Jeopardy. Student perceptions of these sessions in end of course evaluations are overall positive and describe how the small group sessions give them an opportunity to apply and integrate embryology content in a fun and low-stakes environment. This article will demonstrate the value of student-developed game-based sessions in engaging their peers in embryology.</p>","PeriodicalId":124,"journal":{"name":"Anatomical Sciences Education","volume":" ","pages":""},"PeriodicalIF":4.7,"publicationDate":"2026-02-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"146140456","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2026-02-08DOI: 10.1080/10401334.2026.2621725
Dewi Anggraeni Kusumoningrum, Neera R Jain, Craig S Webster
Mistreatment is a chronic issue in residency training in Asian countries with high power distance cultures. Despite the need for culturally appropriate strategies, researchers have yet to assess the literature on learner safety, particularly psychological safety, in these contexts. We conducted a scoping review to identify strategies to foster what might be termed "psychological safety" in Western residency settings and examined what other local framings are used within Asian residency training environments. We followed the Arksey and O'Malley scoping review framework with additional insights from the Joanna Briggs Institute (JBI). We conducted systematic searches from April to July 2024 across nine databases (Medline, Scopus, ERIC, PsychINFO, PubMed, CINAHL, JSTOR, EMBASE, and Google Scholar). To enhance comprehensiveness, we did additional searches across Indonesian databases and journals. We included articles discussing strategies to promote psychological safety. We employed descriptive numerical and inductive content analyses. Out of 1,580 articles identified, 42 met the inclusion criteria. Only four articles (9.52%) mentioned "psychological safety" explicitly. Most articles used alternative terms to describe the broader sense of psychological safety, which we grouped into two categories: "Positive terms" (n = 29, 58.0%) and "Negative terms" (n = 21, 42.0%). We identified 29 strategies to improve psychological safety, including local or alternative framings, and categorised them into four levels: 1) "Organisational level" (n = 49, 48.0%), 2) "Team level" (n = 17, 16.7%), 3) "Interpersonal level" (n = 16, 15.7%), and 4) "Individual level" (n = 20, 19.6%). Direct importation of the Western concept of psychological safety may be incongruous with societal culture in Asian contexts. Thus, foundational research involving stakeholders is essential to develop a culturally appropriate concept of psychological safety that aligns with local linguistic contexts and cultural values. Instead of relying on a single-level strategy, a system-based approach is required, addressing organisational, team, interpersonal, and individual levels. In societies with ingrained high power distance cultures, efforts should focus on marshalling the hierarchy to support residents' learning.
{"title":"Strategies to Promote Psychological Safety in Residency Training in Asian Countries with High Power Distance Cultures: A Scoping Review.","authors":"Dewi Anggraeni Kusumoningrum, Neera R Jain, Craig S Webster","doi":"10.1080/10401334.2026.2621725","DOIUrl":"https://doi.org/10.1080/10401334.2026.2621725","url":null,"abstract":"<p><p>Mistreatment is a chronic issue in residency training in Asian countries with high power distance cultures. Despite the need for culturally appropriate strategies, researchers have yet to assess the literature on learner safety, particularly psychological safety, in these contexts. We conducted a scoping review to identify strategies to foster what might be termed \"psychological safety\" in Western residency settings and examined what other local framings are used within Asian residency training environments. We followed the Arksey and O'Malley scoping review framework with additional insights from the Joanna Briggs Institute (JBI). We conducted systematic searches from April to July 2024 across nine databases (Medline, Scopus, ERIC, PsychINFO, PubMed, CINAHL, JSTOR, EMBASE, and Google Scholar). To enhance comprehensiveness, we did additional searches across Indonesian databases and journals. We included articles discussing strategies to promote psychological safety. We employed descriptive numerical and inductive content analyses. Out of 1,580 articles identified, 42 met the inclusion criteria. Only four articles (9.52%) mentioned \"psychological safety\" explicitly. Most articles used alternative terms to describe the broader sense of psychological safety, which we grouped into two categories: \"Positive terms\" (<i>n</i> = 29, 58.0%) and \"Negative terms\" (<i>n</i> = 21, 42.0%). We identified 29 strategies to improve psychological safety, including local or alternative framings, and categorised them into four levels: 1) \"Organisational level\" (<i>n</i> = 49, 48.0%), 2) \"Team level\" (<i>n</i> = 17, 16.7%), 3) \"Interpersonal level\" (<i>n</i> = 16, 15.7%), and 4) \"Individual level\" (<i>n</i> = 20, 19.6%). Direct importation of the Western concept of psychological safety may be incongruous with societal culture in Asian contexts. Thus, foundational research involving stakeholders is essential to develop a culturally appropriate concept of psychological safety that aligns with local linguistic contexts and cultural values. Instead of relying on a single-level strategy, a system-based approach is required, addressing organisational, team, interpersonal, and individual levels. In societies with ingrained high power distance cultures, efforts should focus on marshalling the hierarchy to support residents' learning.</p>","PeriodicalId":51183,"journal":{"name":"Teaching and Learning in Medicine","volume":" ","pages":"1-16"},"PeriodicalIF":1.8,"publicationDate":"2026-02-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"146144521","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2026-02-07DOI: 10.1080/13573322.2026.2625140
Erik Aasland, Emilie Strand, Ingfrid Mattingsdal Thorjussen, Kristin Walseth
{"title":"Teachers’ constructions of female Students of Color as ‘the other’ in physical education","authors":"Erik Aasland, Emilie Strand, Ingfrid Mattingsdal Thorjussen, Kristin Walseth","doi":"10.1080/13573322.2026.2625140","DOIUrl":"https://doi.org/10.1080/13573322.2026.2625140","url":null,"abstract":"","PeriodicalId":51203,"journal":{"name":"Sport Education and Society","volume":"241 1","pages":""},"PeriodicalIF":2.9,"publicationDate":"2026-02-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"146138610","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2026-02-07DOI: 10.1016/j.ecresq.2026.01.011
Lily Steyer, Javier Omar, Michael J. Sulik, Jelena Obradović
{"title":"Kindergarten Health and Absenteeism: Implications for Academic Achievement and Racial and Ethnic Disparities","authors":"Lily Steyer, Javier Omar, Michael J. Sulik, Jelena Obradović","doi":"10.1016/j.ecresq.2026.01.011","DOIUrl":"https://doi.org/10.1016/j.ecresq.2026.01.011","url":null,"abstract":"","PeriodicalId":48348,"journal":{"name":"Early Childhood Research Quarterly","volume":"9 1","pages":""},"PeriodicalIF":3.7,"publicationDate":"2026-02-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"146134350","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2026-02-07DOI: 10.1007/s10643-026-02132-9
Yihan Sun, Emily Berger, Helen Skouteris, Emma Barrett, Claire Blewitt
Amid ongoing workforce challenges in early childhood education, little is known about factors contributing to educator wellbeing, particularly in the context of supporting trauma-impacted children. This exploratory study aims to identify factors associated with compassion satisfaction and compassion fatigue, as defined by burnout and secondary traumatic stress, among Australian early childhood educators. One hundred and thirty-five educators completed an online survey. Three multiple linear regression models were conducted using backwards elimination to identify independent predictors of wellbeing outcomes. Higher compassion satisfaction was uniquely associated with older age, lower qualification level, better workplace quality, greater awareness of trauma resources, and higher perceived confidence in supporting trauma-impacted children. Higher burnout was uniquely associated with younger age, lower workplace quality, not having prior experience supporting children impacted by trauma, and current exposure to these children. Higher secondary traumatic stress was associated with younger age, lower perceived knowledge on trauma-informed practice, and higher awareness of trauma resources. Findings highlight the need to prioritise support for educators who are working with trauma-impacted children to prevent burnout, especially for younger educators. Trauma-informed professional development that builds educator knowledge of trauma, confidence in supporting trauma-impacted children, and awareness of trauma-related resources has significant potential to enhance educator wellbeing and practice.
{"title":"Compassion Satisfaction, Burnout, and Secondary Traumatic Stress Among Australian Early Childhood Professionals","authors":"Yihan Sun, Emily Berger, Helen Skouteris, Emma Barrett, Claire Blewitt","doi":"10.1007/s10643-026-02132-9","DOIUrl":"https://doi.org/10.1007/s10643-026-02132-9","url":null,"abstract":"Amid ongoing workforce challenges in early childhood education, little is known about factors contributing to educator wellbeing, particularly in the context of supporting trauma-impacted children. This exploratory study aims to identify factors associated with compassion satisfaction and compassion fatigue, as defined by burnout and secondary traumatic stress, among Australian early childhood educators. One hundred and thirty-five educators completed an online survey. Three multiple linear regression models were conducted using backwards elimination to identify independent predictors of wellbeing outcomes. Higher compassion satisfaction was uniquely associated with older age, lower qualification level, better workplace quality, greater awareness of trauma resources, and higher perceived confidence in supporting trauma-impacted children. Higher burnout was uniquely associated with younger age, lower workplace quality, not having prior experience supporting children impacted by trauma, and current exposure to these children. Higher secondary traumatic stress was associated with younger age, lower perceived knowledge on trauma-informed practice, and higher awareness of trauma resources. Findings highlight the need to prioritise support for educators who are working with trauma-impacted children to prevent burnout, especially for younger educators. Trauma-informed professional development that builds educator knowledge of trauma, confidence in supporting trauma-impacted children, and awareness of trauma-related resources has significant potential to enhance educator wellbeing and practice.","PeriodicalId":47818,"journal":{"name":"Early Childhood Education Journal","volume":"18 1","pages":""},"PeriodicalIF":2.7,"publicationDate":"2026-02-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"146138658","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}