The article is grounded in the educological approach towards the analysis of the concept of "trauma-informed approach". The relevance of the study and implementation of the approach is an important issue due to the unprovoked military aggression of the russian federation against Ukraine and the need to find a systemic response to the social challenges, that the education system in Ukraine faced.The article aims to carry out a theoretical analysis of the concept of "traumainformed approach"; summarize the main components grounded in the educological approach; outline the prospects for introducing the concept in the field of pre-service primary school teacher training.The research methodology is informed by the educological paradigm. The data was collected by meta-analysis of empirical data obtained from the ProQuest Dissertations database (n=240).Based on the results of the meta-analysis of empirical data, the author defines a trauma-informed approach as an approach that aims to organize the educational process and the educational environment of an educational institution on the basis of respect to the previous traumatic experience of participants in the educational process. The fundamental principles of the trauma-informed approach are the principle of a safety; trust; mutual respect; mutual help; cooperation; empowerment, as well as the principle of social equity.The major factors influencing the concept of "trauma-informed learning" are: the impact of social events on the education system, the interdisciplinary nature of the concept, and the implementation of a trauma-informed approach through the key competencies of socio-emotional learning.Among the prospects for the implementation of the trauma-informed approach in the system of primary school teacher training are the following: further study and Журнал «Перспективи та інновації науки» (Серія «Педагогіка», Серія «Психологія», Серія «Медицина») № 8(26) 202367 dissemination of foreign practices of implementing this approach and its adaptation to the realities of the Ukrainian education system; creation of a trauma-informed environment in the training of primary school teachers; creation of methodological support for the implementation of the trauma-informed approach in the educational process; pre-service teacher training to implement the approach in their own pedagogical practice by introducing individual modules/topics on trauma-informed approach.