Collective Trauma and the Imperative of Unforgetting: Toward a Trauma-Informed Educator Workforce

• In Event: When We Unforget Trauma, Developmental Accountability Becomes Possible

Abstract

Objectives or purposes
This paper examines how the collective trauma of the COVID-19 pandemic impacts educator stress, well-being, and burnout risk. Despite recent advances in trauma-informed practices for students (Wassink -de Stigter et al., 2022), there has been limited focus on what educators need to be successful in supporting these students, specifically how educator trauma (active or historical) influences adult well-being, secondary traumatic stress (STS) and burnout, professional efficacy, and adult-student relationships at school. Building on lessons over f the past 5 years, this study explores the urgent need for upstream solutions to educator adversity to enhance student success.

Perspective(s) or theoretical framework
We are informed by implementation science and social/ecological frameworks. Our approach is grounded in trauma-informed frameworks, particularly those emphasizing resiliency-based practices to support success of schools.

Methods, techniques, or modes of inquiry
A combination of methods was used: A review of current literature; the ProQOL (Lenz et al., 2024) risk assessment administered to staff participating in Collaborative Learning for Educational Achievement and Resilience (CLEAR) program between 2020-2025; and over 15 years of lessons and direct experience with educators implementing trauma-informed practices and systems.

Data sources, evidence, objects, or materials
Data includes information from a literature review of educator stress, STS and burnout, and shifts in education systems since the beginning of the pandemic. Additionally, we analyzed end-of-year educator surveys administered between 2020-2025 to staff who were participating in CLEAR; specifically, the results of the ProQOL risk assessment and direct report from educators about their experiences in schools since the pandemic.

Results and/or substantiated conclusions or warrants for arguments/point of view
The pandemic intensified systemic issues in education, exposing gaps in support for educators and highlighting the urgent need for reform. Teachers faced significant challenges, from remote learning transitions to increased stress and burnout, that led to poorer school climate, job satisfaction, and turnover. These conditions underscore the need for administrators and policymakers to rethink traditional teacher preparation programs to embed trauma-informed practices that not only support student well-being but also help educators process their own experiences, build resilience, and create safe, consistent, and supportive learning environments.

Scientific or scholarly significance of the study or work
The post-covid experience of educators is alarming. In order to solve this crisis, we much address the deep impacts of the past five years on Education staff and create a framework for integration of trauma-informed principles and strategies into pre-service teacher preparation programs. Additionally, lessons learned out of Education can be translated across disciplines to increase capacity of other service systems (Nursing, Medicine, Public Health, etc.) to develop trauma-informed workforce development programs so that future generations of practitioners have the skills to not only support the children and families they are serving who may be impacted by developmental trauma, but to understand how their own experiences influence their ability to be regulated, healing centered professionals. The study offers insight for educators and practitioners seeking to intervene upstream and more holistically in the lives of individuals at risk for developmental adversities.

Author

• Natalie Turner-Depue, Washington State University