Teachers' experiences of trauma in the classroom

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Issue Date
2021
Authors
Appleton, Nicoletta P.
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Abstract
The evidence is clear about the prevalence of both mental health problems and experiences of trauma among children and youth; therefore, trauma has the potential to impact the mental health of their teachers. This inquiry aimed to provide a space for teachers to explore their experiences with students who suffer from trauma and to bring awareness to their challenges by providing thematic findings based on teachers’ stories and narratives. In my research I explore the questions, “How does student trauma affect teachers’ capacities and capabilities to do their job?” and “How do teachers work through secondary trauma in the classroom?” This study includes the narratives of four participants who have worked with students who have experienced trauma. The interviews indicated that the teachers do believe that their capacity and capability to do their job is impacted by student trauma. This study points to a need to develop trauma-informed practice in schools. The findings strongly suggest that teachers should have basic knowledge about traumatic stress and further professional development which would hopefully help them feel more confident about working with children who have been exposed to trauma. Additionally, some participants in the interviews acknowledged feelings of secondary traumatic stress due to working with students who have had traumatic experiences. The teachers in this study indicated difficulties with emotional involvement. As such, the result of this study points to the importance of paying attention to the emotional burden teachers may experience.
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