Supporting Our Front Line: Educator Secondary Trauma Support and Self-Care Techniques

• In Event: AERA Poster Session 6
  In Poster Session: Trauma and Teaching (San Diego)

Abstract

This mixed-methods study examined the impact of trauma on educators and their schools, the level and types of support provided to educators to mitigate trauma, and the self-care techniques used by educators to manage trauma. Through a national survey of 1,194 K-12 educators and 26 follow-up interviews, we found that a majority of responding educators had experienced educator secondary trauma (EST) and that the presence of EST negatively impacted both their personal and professional lives. Additionally, we found that a majority of respondents indicated their school or district failed to provide trauma informed services, and nearly two-thirds used self-care techniques in the management of trauma. Our findings hold implications for educational administrators and policymakers regarding educator trauma support.

Authors

• James L. Olive, University of Dayton

• Meredith Wronowski, University of Dayton

• Chelsea Gilbert, The Ohio State University

• Anthony Michael Peddle, Columbus City Schools