Aim:
The paper examines the prevalence, impact, and management of Secondary Traumatic Stress (STS) across 2285 Australian educators to provide recommendations for change in education.
Background/Context:
Secondary Trauma is widely recognised in caring professions, however the impact on educators has often been overlooked even as incidences of trauma in children have risen. This paper summarises the largest dataset in the Southern Hemisphere examining STS in educators.
Relevance:
Data analysis shows the prevalence of secondary trauma and its impact on burnout, rumination, mental health and turnover intention. For example, 38% of respondents felt they experienced STS often/very often, with a further 38% experiencing STS sometimes, whilst 37% respondents reported they were likely to leave the profession due to STS. Special Education settings and those within Mainstream settings are of particular concern. Mitigating factors examined included support, psychological coping and recovery, which were effective in reducing the impact of STS. Findings show significant implications for education departments and schools in managing the impact of secondary trauma on educators reducing the risk on educator wellbeing.
Contribution:
Research provides new evidence about the prevalence and consequences of STS in educators while identifying practical strategies reducing its impact. Recommendations are made at all levels – policy, systems, schools, associations/unions, and individual.
Description:
Using mixed-method design, the study combined a national survey, open comment questions and interviews. Excel, SPSS and NVivo were used in data analysis.
Engagement:
Highly engaging and interactive presentation style, sharing key findings with stories. Small group discussion with volunteers to contribute to the larger group.