Relationships with teachers have been shown to be fundamental not only for students’ academic success but also for their levels of social and emotional wellbeing. Previous research has also found that teacher’s levels of wellbeing correlate with the strength of these relationships. In Australia, there is a growing concern about the wellbeing of teachers as many are expressing their intention to leave the profession or indeed have already left. Various reasons have been suggested for this trend, with burnout being identified as one of the factors. This study investigates burnout in Australian teachers as one of the constructs which make up compassion fatigue (CF), which refers to a reduced ability to empathise with others. Additionally, it explores secondary traumatic stress (STS), which also contributes to CF and occurs when a person learns about the traumatic experiences of someone under their care. Both of these constructs can severely impact the ability of teachers to form close relationships with their students. As part of this study 1612 Australian teachers were surveyed about their quality of life, wellbeing, self-efficacy as teachers, and trauma awareness. In addition to the surveys, 57 teachers were asked to give detailed responses about their current levels of CF and the impacts of this on their work. The results of this study demonstrate that current levels of Compassion Fatigue, Burnout, and Secondary Traumatic Stress in Australian teachers are at an all-time high and this is impacting their work profoundly. Recommendations are made for further work exploring the barriers and enablers of CF and how to better prepare and protect teachers as they work with a cohort of students who are increasingly demonstrating symptoms of trauma and poor wellbeing.

As the education systems become more and more trauma aware, the risk of compassion fatigue increases. Those investing in education and behavioural support for children are expanding their awareness of underlying causes of childhood behaviour issues. There is increasing insight into children’s adverse experiences in their home environments and with their primary caregivers. With this knowledge and awareness can come a heavier perception of responsibility on educators to expand beyond their traditional roles to provide a higher level of care and support.

Without the necessary self-awareness, self-compassion, structured support, and care for their mental wellbeing, educators are at risk of burnout and compassion fatigue.

This presentation will explore the concept of compassion fatigue and how it impacts early education professionals. Tools and strategies will be discussed to buffer against the contagion effects of childhood trauma, including the need for educators to have their own brain breaks. The neurobiology of trauma will be drawn on to consider how this is experienced by educators, and to emphasise the need for regulation activities not only for the children, but for staff as well.

In schools in Australia and around the world, there is a growing interest in trauma-aware education. Educators want to understand and know how to support students who have been through adverse experiences. School counsellors play a key role in supporting educators and working with students impacted by trauma, but their specific responsibilities in trauma-aware education can vary between different schools. This presentation will look at the research and important tasks of school counsellors in leading trauma-aware education in schools and supporting students who have been impacted by trauma. Even though we know how important it is to help students who are impacted by trauma, school counsellors often do not get enough training in this area. This presentation will show why it is crucial for school counsellors to be well-trained in trauma-aware practices so that they can effectively lead, and support students impacted by trauma to be successful at school.