Repair and Renewal for Educators: Mitigating Teacher Secondary Traumatic Stress to Promote Holistic Health

• In Event: Seeking Remedies in Schools and Classrooms: Centering Health, Emotions, and Teacher Voice

Abstract

The COVID-19 crises wreaked havoc on students and teachers alike. Conducted at an elementary school serving economically-challenged, trauma-impacted students, this qualitative study identified manifestations of educator secondary traumatic stress (STS), self-care strategies, and wellness resources provided. Questionnaire and interview data from teachers were initially sorted into four a priori code categories, and then further analyzed using an inductive open coding process. Results uncovered manifestations of educator STS including physical ailments, mental health issues, and professional dissonance. Professional development on trauma-informed practices, social-emotional learning, and growth mindset equipped participants with cognitive tools to address trauma; while schoolwide initiatives offered wellness strategies and community-building. Educator self-care practices like cognitive restructuring, boundary setting, and social support renewed holistic health and resilience.

Author

• Carrie R. Wall, Pepperdine University