"I Think in Some Ways I Had PTSD": Self-Care Among Educators Who Work With Displaced Youth

• In Event: 21.062 - MTCC Roundtable Session Six
  In Roundtable Session: 21.062-9 - Self-Care, Coping, and Teacher Retention

Abstract

Limited educational research examines how youth displacement and the traumas associated with pre- and post-entry into the United States affect student learning. There also is limited research on how educators respond to such traumas and in turn, monitor for self-care – a practice vital for supporting a responsive school environments. The data presented in this proposal is from a multi-method qualitative case study that examined how high school educators leveraged policy and programmatic supports to address the social and emotional well-being of refugee and hurricane displaced students. Theoretical lenses drawn from multiple disciplines guided study purpose, design, and analysis. The proposed paper covers early stages of interview and focus group data analysis on trauma-informed practice and professional self-care.

Authors

• Melinda Lemke, University at Buffalo - SUNY

• Jennifer L. Saboda, University at Buffalo - SUNY