This article describes research exploring what early years teachers do to identify and support children with high levels of complex trauma. It analyses the practices of three early years teachers in a disadvantaged community in Australia, revealing what the participants considered to be successful or challenging and the role teacher self-efficacy beliefs play.

In an effort to build understanding of educators’ experiences of work in early childhood education and care (ECEC), this study gathered basic foundational data on Australian educators’ workload focusing on educators' work hours and workload demands. The study establishes workload as a significant demand for ECEC educators, confirming that there may be a relationship between...