Secondary trauma, burnout, and teacher self-care during COVID19: A mixed-methods case study.

Manifestations of teacher burnout have been negatively associated with students' academic achievement, school satisfaction, and perceived teacher support. The 2020-2021 school year presented unique challenges for teachers, who had to find new ways to support their students, their families, and themselves. This study examined teachers' experiences with secondary trauma, burnout, and self-care during COVID-19 at one K-5 trauma-informed school, the Wellington (pseudonym). We chose a mixed-methods convergent design utilizing both qualitative and quantitative data to support the findings. Using three measures, the Professional Quality of Life Scale, Mindful Self-Care Scale, and Teaching Self-Efficacy Scale, in fall 2020 and spring 2021, we examined 19 faculty and educational staff members' perceptions of and experiences with secondary trauma, burnout, and self-care. In spring 2021 we interviewed 13 of these teachers. Teachers noted how COVID-19 brought increased responsibilities at home and school, as well as disrupted self-care routines. However, data indicate stable compassion satisfaction, low secondary trauma, and average range burnout. Notably, faculty reported self-care in the form of supportive relationships and sense of purpose. These findings suggest that a trauma-informed approach may foster a supportive work environment, mitigating burnout.

Secondary trauma, burnout, and teacher self‐care during COVID19: A mixed‐methods case study

Manifestations of teacher burnout have been negatively associated with students' academic achievement, school satisfaction, and perceived teacher support. The 2020–2021 school year presented unique challenges for teachers, who had to find new ways to support their students, their families, and themselves. This study examined teachers' experiences with secondary trauma, burnout, and self‐care during COVID‐19 at one K‐5 trauma‐informed school, the Wellington (pseudonym). We chose a mixed‐methods convergent design utilizing both qualitative and quantitative data to support the findings. Using three measures, the Professional Quality of Life Scale, Mindful Self‐Care Scale, and Teaching Self‐Efficacy Scale, in fall 2020 and spring 2021, we examined 19 faculty and educational staff members' perceptions of and experiences with secondary trauma, burnout, and self‐care. In spring 2021 we interviewed 13 of these teachers. Teachers noted how COVID‐19 brought increased responsibilities at home and school, as well as disrupted self‐care routines. However, data indicate stable compassion satisfaction, low secondary trauma, and average range burnout. Notably, faculty reported self‐care in the form of supportive relationships and sense of purpose. These findings suggest that a trauma‐informed approach may foster a supportive work environment, mitigating burnout. During the first year of COVID‐19, teachers and staff that embraced a trauma‐informed approach reported low to average burnout and high compassion satisfaction. At this school, a common understanding of the effect of trauma on students contributed to a supportive work environment consistent with collective self‐care. However, a fixed school schedule made attending to individual self‐care difficult for classroom teachers. Practitioner points During the first year of COVID19, teachers and staff that embraced a trauma‐informed approach reported low to average burnout and high compassion satisfaction. A common understanding of the effects of trauma on students contributed to a supportive work environment consistent with collective, relational self‐care. A fixed school schedule made attending to basic needs and engaging in individual self‐care acts difficult for classroom teachers.