Mindfulness and the International Classification of Functioning, Disability and Health as Tools for Managing Secondary Trauma Experienced by School-Based Speech-Language Pathologists and Audiologists.

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Bibliographic Details
Title:	Mindfulness and the International Classification of Functioning, Disability and Health as Tools for Managing Secondary Trauma Experienced by School-Based Speech-Language Pathologists and Audiologists.
Authors:	Robinson, Lee¹ lee_robinson@byu.edu
Source:	Language, Speech & Hearing Services in Schools. Jan2026, Vol. 57, p70-85. 16p.
Subject Terms:	Emotion regulation, Schools, Help-seeking behavior, Students, Meditation, Memory, Concepts, Interpersonal relations, *Cognition, Amygdaloid body physiology, Health self-care, Job involvement, Post-traumatic stress disorder, Senses, Mindfulness, Health, Neuroplasticity, Functional status, Default mode network, Job stress, Blood pressure, Secondary traumatic stress, Nosology, Social isolation
Company/Entity:	World Health Organization
Abstract:	Purpose: Speech-language pathologists (SLPs) and audiologists working in public schools frequently serve students affected by trauma, placing them at risk for secondary traumatic stress, vicarious traumatization, burnout, and compassion fatigue. Despite the growing adoption of trauma-informed care across health care and education, its application within communication sciences remains limited. Trauma-informed self-care (TISC) offers a proactive framework for addressing the emotional and psychological impact of trauma exposure, yet discipline-specific guidance for SLPs and audiologists is lacking. This article explores the relevance of TISC for school-based professionals, emphasizing the importance of mindfulness practices—particularly trauma-sensitive meditation— as a core component of self-care. The World Health Organization’s International Classification of Functioning, Disability and Health (ICF) is used to conceptualize the impact of trauma on both students and clinicians, offering a holistic lens for understanding and supporting well-being. Conclusion: By integrating TISC principles, mindfulness, and the ICF framework, this article provides a foundation for sustainable, trauma-informed practice in school settings, one that prioritizes addressing the professional’s own trauma and well-being, thereby enhancing their capacity to effectively support the students they serve. [ABSTRACT FROM AUTHOR]
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Database:	Education Research Complete

Description
Abstract:	Purpose: Speech-language pathologists (SLPs) and audiologists working in public schools frequently serve students affected by trauma, placing them at risk for secondary traumatic stress, vicarious traumatization, burnout, and compassion fatigue. Despite the growing adoption of trauma-informed care across health care and education, its application within communication sciences remains limited. Trauma-informed self-care (TISC) offers a proactive framework for addressing the emotional and psychological impact of trauma exposure, yet discipline-specific guidance for SLPs and audiologists is lacking. This article explores the relevance of TISC for school-based professionals, emphasizing the importance of mindfulness practices—particularly trauma-sensitive meditation— as a core component of self-care. The World Health Organization’s International Classification of Functioning, Disability and Health (ICF) is used to conceptualize the impact of trauma on both students and clinicians, offering a holistic lens for understanding and supporting well-being. Conclusion: By integrating TISC principles, mindfulness, and the ICF framework, this article provides a foundation for sustainable, trauma-informed practice in school settings, one that prioritizes addressing the professional’s own trauma and well-being, thereby enhancing their capacity to effectively support the students they serve. [ABSTRACT FROM AUTHOR]
ISSN:	01611461
DOI:	10.1044/2025_LSHSS-24-00127