Supporting Educators: The Impact of Trauma-Informed Training on Stress and Well-Being—A Pilot Study

• In Event: AERA Roundtable Session Sunday 9:50 am Four Seasons Ballroom 1
  In Roundtable Session: Evaluations of Programs Supporting Teachers (Table 11)

Abstract

This mixed-method pilot study investigated the impact of a trauma-informed training on secondary traumatic stress (STS) and wellness in a sample of 18 educators employed at a university laboratory school in the southeastern United States. Qualitative data gathered before the teachers participated in the self-paced STS program revealed student mental health, economic hardship, and lack of administrative support as affecting their well-being. Quantitative findings revealed significantly lower STS and higher well-being after the intervention. Given promising intervention results, school districts could consider implementing STS training, as both a prevention measure and intervention to reduce STS symptomology among those educators experiencing STS. Implications for future research and practice to support educators and students are discussed through a social justice lens.

Authors

• Michelle W. Brasfield, University of Memphis

• Chloe Lancaster, University of South Florida