Secondary trauma, burnout, and teacher self‐care during COVID19: A mixed‐methods case study

Abstract

Manifestations of teacher burnout have been negatively associated with students' academic achievement, school satisfaction, and perceived teacher support. The 2020–2021 school year presented unique challenges for teachers, who had to find new ways to support their students, their families, and themselves. This study examined teachers' experiences with secondary trauma, burnout, and self‐care during COVID‐19 at one K‐5 trauma‐informed school, the Wellington (pseudonym). We chose a mixed‐methods convergent design utilizing both qualitative and quantitative data to support the findings. Using three measures, the Professional Quality of Life Scale, Mindful Self‐Care Scale, and Teaching Self‐Efficacy Scale, in fall 2020 and spring 2021, we examined 19 faculty and educational staff members' perceptions of and experiences with secondary trauma, burnout, and self‐care. In spring 2021 we interviewed 13 of these teachers. Teachers noted how COVID‐19 brought increased responsibilities at home and school, as well as disrupted self‐care routines. However, data indicate stable compassion satisfaction, low secondary trauma, and average range burnout. Notably, faculty reported self‐care in the form of supportive relationships and sense of purpose. These findings suggest that a trauma‐informed approach may foster a supportive work environment, mitigating burnout.

Psychological Well-Being Levels of Social Studies Teachers During the Pandemic Process

“…According to Güler and Yöndem (2021), when psychological resilience levels drop, individuals' capacity to cope with challenges wanes, and burnout levels increase. McMakin et al (2022) spotted a low level of secondary traumatic stress and a moderate level of burnout among teachers during this period. Although our study does not delve into the trauma aspect, the low scores indicate that further scrutiny is warranted concerning the impact of the pandemic on teachers' life purposes and relationships.…”

The Relationship between Access to Mental Health Resources, Administrative Support, and Teacher Burnout

“…Even as the COVID-19 pandemic continued, data collected early in the 2020-2021 school year found that teachers had high levels of burnout and anxiety (Hirshberg et al, 2023;McMakin et al, 2023;Pressley, 2021;Trinidad, 2021). For instance, Hirshberg and his colleagues (2023) explored mental health of teachers and school staff members.…”

Including self-care curricula to respond to PSTs' exposure to secondary trauma

“…Ingersoll and Tran (2023) found that the result has been a rise in teacher attrition, which in turn has placed additional responsibility and stress on the educators who remain. This complex, intensive workload, alongside lacking support, has increased teachers' stress to an unprecedented level, making our profession vulnerable and susceptible to the current teacher turnover and widespread shortages experienced throughout the nation Goldberg, 2021;Ingersoll & Tran, 2023;McMakin et al, 2022;Zamarro et al, 2021). Hendershott and Hendershott (2020) argued that educators must intentionally implement self-care strategies as the first step to managing the negative impact brought on by experiencing secondary trauma, along with added stressors in the classroom.…”