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The impact of childhood trauma on the mental health problems of primary education preservice teachers: the mediating role of rumination and the moderating role of self-acceptance

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  • Fenxia Huang

    (Putian University)

Abstract

Mental health problems are prevalent among Chinese college students, with over 20% experiencing disorders like depression. For primary education preservice teachers, these problems can affect their future teaching and student outcomes. This study examines the influence of childhood trauma on the mental health of primary education preservice teachers, focusing on rumination as a mediator and self-acceptance as a moderator. The research aims to uncover mechanisms contributing to mental health challenges among future educators. This study sampled 676 preservice primary school teachers from three universities in Shandong Province, China, and conducted a six-month follow-up survey. Childhood trauma significantly predicted rumination and mental health problems. Rumination mediated the trauma-mental health link, indicating that those who ruminate are more prone to mental health problems. Self-acceptance moderated these effects, with higher self-acceptance reducing the negative impact of trauma and rumination. The results validate the positive role of the Risk and Protective Factor Framework in understanding mental health problems. Addressing childhood trauma and rumination in mental health interventions for preservice teachers is crucial. Enhancing self-acceptance may protect against the adverse effects of trauma, promoting better mental health outcomes for future educators.

Suggested Citation

  • Fenxia Huang, 2025. "The impact of childhood trauma on the mental health problems of primary education preservice teachers: the mediating role of rumination and the moderating role of self-acceptance," Palgrave Communications, Palgrave Macmillan, vol. 12(1), pages 1-9, December.
    • Handle: RePEc:pal:palcom:v:12:y:2025:i:1:d:10.1057_s41599-025-04433-7
    DOI: 10.1057/s41599-025-04433-7
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    References listed on IDEAS

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    1. Lin Zhang & Xueyao Ma & Xianglian Yu & Meizhu Ye & Na Li & Shan Lu & Jiayi Wang, 2021. "Childhood Trauma and Psychological Distress: A Serial Mediation Model among Chinese Adolescents," IJERPH, MDPI, vol. 18(13), pages 1-11, June.
    2. Haixia Liu & Zhongliang Zhou & Xiaojing Fan & Jiu Wang & Hongwei Sun & Chi Shen & Xiangming Zhai, 2020. "The Influence of Left-Behind Experience on College Students’ Mental Health: A Cross-Sectional Comparative Study," IJERPH, MDPI, vol. 17(5), pages 1-15, February.
    3. Daise Fernanda Santos Souza Escobar & Thais Ferreira de Jesus & Priscilla Rayanne e Silva Noll & Matias Noll, 2020. "Family and School Context: Effects on the Mental Health of Brazilian Students," IJERPH, MDPI, vol. 17(17), pages 1-13, August.
    4. Long, Emily & Gardani, Maria & McCann, Mark & Sweeting, Helen & Tranmer, Mark & Moore, Laurence, 2020. "Mental health disorders and adolescent peer relationships," Social Science & Medicine, Elsevier, vol. 253(C).
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