Understanding Minoritized Educators' Experiences With Secondary Trauma During COVID-19

• In Event: Teachers' Identities and Pedagogies During the COVID-19 Pandemic

Abstract

This mixed-methods study examined the ways that K-12 educators with minoritized racial identities (e.g., BIPOC) and/or gender identities (e.g., women, non-binary, and/or transgender) as well as sexualities (e.g., LGBQ+) experienced secondary trauma during the COVID-19 pandemic. Through a national survey of 1,194 K-12 educators and 24 follow-up interviews, we found that BIPOC and LGBQ+ educators experienced greater rates of childhood trauma, which was correlated with a greater risk of secondary trauma for all individuals in our sample. Additionally, educators with minoritized gender identities reported greater rates of experiencing secondary trauma. These results have implications for educational administrators and policymakers regarding the interconnectedness of trauma and identity.

Authors

• Chelsea Gilbert, The Ohio State University

• Meredith Wronowski, University of Dayton

• James L. Olive, University of Dayton

• Anthony Michael Peddle, Columbus City Schools