How Secondary Traumatic Stress and Compassion Fatigue Affect Elementary Teachers Working With Trauma-Impacted Students

• In Event: AERA Virtual Poster Session
  In Virtual Poster Session: SIG-Stress, Coping, and Resilience Virtual Poster Session

Abstract

Using a qualitative interview-driven research design, this study explored the complex phenomena of Secondary Traumatic Stress (STS) and Compassion Fatigue (CF) in a purposive sampling of 10 female elementary school teachers working with trauma-impacted students. Participants were recruited from two Title 1 public elementary schools: one in CA, the other in VA. Results from interviews suggest that teachers are highly susceptible to STS and CF in relation to the emotional yolk of their work. Multidimensional individual and organizational recommendations were proposed including a district-wide focus on prioritizing the well-being of classroom teachers, and training on ways to identify, prevent, or minimize the impact of STS and CF. Findings suggest a need for further research into this understudied topic.

Author

• Carol Brooks, University of the Pacific
  Presenting Author