Secondary traumatic stress in public school teachers: contributing and mitigating factors

Abstract

Although research has examined secondary traumatic stress (STS) among mental health workers, child welfare workers, and other human service professionals, such examination among public school teachers has only recently begun. This study represents the first investigation to examine the factors that influence STS levels in public School teachers. Qualitative methods were utilized to develop a thick description of the experience of educators relative to their STS level in public school settings. Themes that were explored included characteristics of students, class load size, and a personal history of trauma. Additional themes emerged during data analysis. The assessment also included extrapolation on the quantitative measures that were described in a previous study. Implications and recommendations for such programs are discussed.