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Perspectives on Vicarious Trauma in TESOL.

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Title: Perspectives on Vicarious Trauma in TESOL.
Authors: Wilson, Victoria E.1 (AUTHOR) victoriawilsonphd@gmail.com, Burke, Rachel2 (AUTHOR) rachel.burke@newcastle.edu.au
Source: TESOL Quarterly. Jun2026 Supplement 1, Vol. 60, pS286-S300. 15p.
Subject Terms: *Language teachers, *Multilingual education, *English language education, *Teacher burnout, *Qualitative research, Secondary traumatic stress, Emotional trauma, Harm (Ethics)
Abstract: This conceptual paper explores the concept of vicarious trauma of second language teachers of multilingual learners who have experienced trauma. We reflectively engage with and critique dominant discourses in the existing literature that examines the impact of this work. The paper problematizes common assumptions in the research, such as the inevitability of vicarious trauma, the contagion theory of trauma, and the main drivers of vicarious trauma in the TESOL context. It questions the use of qualitative methodologies in interdisciplinary research outputs which identify research participants as experiencing vicarious trauma rather than systematically testing other possibilities such as moral injury. It then critically examines claims that teachers' lack of boundaries and excessive empathy towards learners causes vicarious trauma. It problematizes proposed solutions to vicarious trauma that are largely grounded in individualized self‐care and then suggests more structural approaches to trauma‐related educator stresses. [ABSTRACT FROM AUTHOR]
Copyright of TESOL Quarterly is the property of Wiley-Blackwell and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Education Research Complete
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PubType: Academic Journal
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  Data: Perspectives on Vicarious Trauma in TESOL.
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  Data: <searchLink fieldCode="AR" term="%22Wilson%2C+Victoria+E%2E%22">Wilson, Victoria E.</searchLink><relatesTo>1</relatesTo> (AUTHOR)<i> victoriawilsonphd@gmail.com</i><br /><searchLink fieldCode="AR" term="%22Burke%2C+Rachel%22">Burke, Rachel</searchLink><relatesTo>2</relatesTo> (AUTHOR)<i> rachel.burke@newcastle.edu.au</i>
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  Data: <searchLink fieldCode="JN" term="%22TESOL+Quarterly%22">TESOL Quarterly</searchLink>. Jun2026 Supplement 1, Vol. 60, pS286-S300. 15p.
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  Data: *<searchLink fieldCode="DE" term="%22Language+teachers%22">Language teachers</searchLink><br />*<searchLink fieldCode="DE" term="%22Multilingual+education%22">Multilingual education</searchLink><br />*<searchLink fieldCode="DE" term="%22English+language+education%22">English language education</searchLink><br />*<searchLink fieldCode="DE" term="%22Teacher+burnout%22">Teacher burnout</searchLink><br />*<searchLink fieldCode="DE" term="%22Qualitative+research%22">Qualitative research</searchLink><br /><searchLink fieldCode="DE" term="%22Secondary+traumatic+stress%22">Secondary traumatic stress</searchLink><br /><searchLink fieldCode="DE" term="%22Emotional+trauma%22">Emotional trauma</searchLink><br /><searchLink fieldCode="DE" term="%22Harm+%28Ethics%29%22">Harm (Ethics)</searchLink>
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  Label: Abstract
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  Data: This conceptual paper explores the concept of vicarious trauma of second language teachers of multilingual learners who have experienced trauma. We reflectively engage with and critique dominant discourses in the existing literature that examines the impact of this work. The paper problematizes common assumptions in the research, such as the inevitability of vicarious trauma, the contagion theory of trauma, and the main drivers of vicarious trauma in the TESOL context. It questions the use of qualitative methodologies in interdisciplinary research outputs which identify research participants as experiencing vicarious trauma rather than systematically testing other possibilities such as moral injury. It then critically examines claims that teachers' lack of boundaries and excessive empathy towards learners causes vicarious trauma. It problematizes proposed solutions to vicarious trauma that are largely grounded in individualized self‐care and then suggests more structural approaches to trauma‐related educator stresses. [ABSTRACT FROM AUTHOR]
– Name: AbstractSuppliedCopyright
  Label:
  Group: Ab
  Data: <i>Copyright of TESOL Quarterly is the property of Wiley-Blackwell and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=ehh&AN=194581454
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      – Type: doi
        Value: 10.1002/tesq.70096
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      – Code: eng
        Text: English
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        PageCount: 15
        StartPage: S286
    Subjects:
      – SubjectFull: Language teachers
        Type: general
      – SubjectFull: Multilingual education
        Type: general
      – SubjectFull: English language education
        Type: general
      – SubjectFull: Teacher burnout
        Type: general
      – SubjectFull: Qualitative research
        Type: general
      – SubjectFull: Secondary traumatic stress
        Type: general
      – SubjectFull: Emotional trauma
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      – SubjectFull: Harm (Ethics)
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      – TitleFull: Perspectives on Vicarious Trauma in TESOL.
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            NameFull: Wilson, Victoria E.
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            NameFull: Burke, Rachel
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            – D: 02
              M: 06
              Text: Jun2026 Supplement 1
              Type: published
              Y: 2026
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