Three Years In: Reflective Consultation and Trauma-Informed Practice Mitigate Secondary Trauma in Novice Teachers

• In Event: AERA Poster Session Saturday 7:45 am
  In Poster Session: Mentoring, Induction, Novice Teacher Support, and Mental Health

Abstract

This three-year quasi-experimental longitudinal study investigated strategies to reduce burnout and build resilience among novice teachers (NTs) through equity-based, trauma-informed practices (TIP). Ninety-two NTs across the U.S. were randomly assigned to one of two TIP interventions: Reflective Consultation (TIP-RC) or Online Modules (TIP-OM), or a delayed-treatment control group. The study assessed changes in secondary traumatic stress (STS), TIP knowledge, and confidence. Findings show TIP confidence is strongly linked to reduced STS. Both interventions buffered against increases in STS, which rose significantly in the control group. TIP-RC improved both knowledge and confidence, while TIP-OM increased knowledge only. Results suggest that professional development focused on TIP can support teacher well-being and retention, offering protective benefits against STS in novice teachers.

Authors

• Kathryn S. Young, Metropolitan State University of Denver

• Ofelia Castro Schepers, Purdue University

• Megan Brennan, Resilient Futures