Trauma-informed teaching practices: An online pilot program with teachers in India

India is home to the largest population of adolescents in the world, of which nearly half experience one or more adverse childhood experiences. Despite rising interest in building trauma-sensitive school systems globally, such initiatives are limited in India. This paper presents the development, implementation, and acceptability of the Fostering Resilience and Well-being (FRW) program- a pilot training program on trauma-informed teaching practices for K-12 teachers in India. As a Tier-1 intervention within the Multitiered Systems of Support Framework based on Ecological Systems Theory, FRW equipped teachers with knowledge, skills, and reflective practices to (1) understand trauma and its impact on students, (2) develop a conceptual understanding of trauma-informed schools, (3) learn trauma-informed strategies for creating a safe and supportive learning environment that fosters well-being, and (4) sustain trauma-sensitivity through self-care and advocacy. Program impact was evaluated using acceptability ratings and qualitative feedback, which were descriptively analyzed to gauge overall acceptability and identify key themes. Conducted online by qualified psychologists, the program garnered strong acceptability ratings and positive feedback, particularly for its relevant content, practical strategies, and emphasis on the well-being of both teachers and students. Key insights, limitations, and implications for building culturally responsive trauma-informed schools in India are discussed.