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Trauma-Informed Practices as a Buffer against Secondary Traumatic Stress: Insights from First-Year Teachers

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Bibliographic Details
Title: Trauma-Informed Practices as a Buffer against Secondary Traumatic Stress: Insights from First-Year Teachers
Language: English
Authors: Ofelia Castro Schepers (ORCID 0000-0001-5255-4812), Nels Grevstad (ORCID 0000-0002-6084-4956), Kathryn Young (ORCID 0000-0002-3895-6038), Megan Brennan
Source: Psychology in the Schools. 2025 62(8):2463-2481.
Availability: Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Peer Reviewed: Y
Page Count: 19
Publication Date: 2025
Document Type: Journal Articles
Reports - Research
Descriptors: Trauma Informed Approach, Beginning Teachers, Trauma, Anxiety, Retention (Psychology)
DOI: 10.1002/pits.23478
ISSN: 0033-3085
1520-6807
Abstract: This study explores the impact of secondary traumatic stress (STS) on first-year teachers (FYTs) and the potential of trauma-informed practices (TIP) as a mitigating strategy. STS, which results from exposure to students' trauma, is a significant but underexplored issue in education. By examining the first year of teaching, this mixed-methods study investigates whether TIP reduces STS symptoms and improves knowledge retention in FYTs. Quantitative findings suggest that TIP can enhance TIP content knowledge and confidence and reduce STS, offering valuable insights for teacher well-being and retention, particularly in high-needs schools. This study contributes to the emerging literature on STS in education and highlights the importance of targeted support for first-year teachers.
Abstractor: As Provided
Entry Date: 2025
Accession Number: EJ1477321
Database: ERIC
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Description
Abstract:This study explores the impact of secondary traumatic stress (STS) on first-year teachers (FYTs) and the potential of trauma-informed practices (TIP) as a mitigating strategy. STS, which results from exposure to students' trauma, is a significant but underexplored issue in education. By examining the first year of teaching, this mixed-methods study investigates whether TIP reduces STS symptoms and improves knowledge retention in FYTs. Quantitative findings suggest that TIP can enhance TIP content knowledge and confidence and reduce STS, offering valuable insights for teacher well-being and retention, particularly in high-needs schools. This study contributes to the emerging literature on STS in education and highlights the importance of targeted support for first-year teachers.
ISSN:0033-3085
1520-6807
DOI:10.1002/pits.23478