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A Systematic Review of Secondary Traumatic Stress in School Personnel: A Synthesis of Quantitative Findings

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Title: A Systematic Review of Secondary Traumatic Stress in School Personnel: A Synthesis of Quantitative Findings
Language: English
Authors: Paige M. Klemme (ORCID 0009-0000-4776-0275), Barbara Pierce, Jack E. Turman, James R. Brown, Sadaaki Fukui
Source: Journal of School Health. 2026 96(1).
Availability: Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Peer Reviewed: Y
Page Count: 8
Publication Date: 2026
Document Type: Journal Articles
Information Analyses
Education Level: Elementary Secondary Education
Descriptors: Work Environment, Stress Variables, Incidence, Risk, School Personnel, Individual Characteristics, Elementary Secondary Education, Influences
DOI: 10.1111/josh.70087
ISSN: 0022-4391
1746-1561
Abstract: Background: Secondary traumatic stress (STS) in school personnel is under-researched, with limited data on its frequency and susceptibility. This systematic review examines the extent of STS and the factors contributing to it among school personnel, defined as individuals employed or contracted by US school systems. Methods: The review includes only studies that utilized the Professional Quality of Life Scale (ProQOL) and/or the STS Scale (STSS). A comprehensive search identified 18 peer-reviewed publications (2012-2021). Findings: Thirteen authors used the ProQOL, while six used the STSS, with half of the latter reporting moderate or higher STS levels. Studies using ProQOL scoring methods found average STS levels. Limitations include a lack of sample diversity, as most participants were white (32.4%-97.2%), female (70.9%-93.2%), and teachers (12/18 studies). Many variables had inconsistent findings across studies. Other variables such as leadership practices and school safety showed significant associations with STS. Implications: These data can be used to better understand factors associated with STS and to inform the development of effective preventative and reactive strategies to reduce the impact of STS on school personnel. Conclusion: Continued research needs to occur assessing STS in school personnel to better inform best practices for prevention and reactive strategies.
Abstractor: As Provided
Entry Date: 2026
Accession Number: EJ1491929
Database: ERIC
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  Data: <searchLink fieldCode="AR" term="%22Paige+M%2E+Klemme%22">Paige M. Klemme</searchLink> (ORCID <externalLink term="https://orcid.org/0009-0000-4776-0275">0009-0000-4776-0275</externalLink>)<br /><searchLink fieldCode="AR" term="%22Barbara+Pierce%22">Barbara Pierce</searchLink><br /><searchLink fieldCode="AR" term="%22Jack+E%2E+Turman%22">Jack E. Turman</searchLink><br /><searchLink fieldCode="AR" term="%22James+R%2E+Brown%22">James R. Brown</searchLink><br /><searchLink fieldCode="AR" term="%22Sadaaki+Fukui%22">Sadaaki Fukui</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22Journal+of+School+Health%22"><i>Journal of School Health</i></searchLink>. 2026 96(1).
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  Data: Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
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  Data: 8
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  Data: 2026
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  Data: Journal Articles<br />Information Analyses
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  Data: <searchLink fieldCode="EL" term="%22Elementary+Secondary+Education%22">Elementary Secondary Education</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Work+Environment%22">Work Environment</searchLink><br /><searchLink fieldCode="DE" term="%22Stress+Variables%22">Stress Variables</searchLink><br /><searchLink fieldCode="DE" term="%22Incidence%22">Incidence</searchLink><br /><searchLink fieldCode="DE" term="%22Risk%22">Risk</searchLink><br /><searchLink fieldCode="DE" term="%22School+Personnel%22">School Personnel</searchLink><br /><searchLink fieldCode="DE" term="%22Individual+Characteristics%22">Individual Characteristics</searchLink><br /><searchLink fieldCode="DE" term="%22Elementary+Secondary+Education%22">Elementary Secondary Education</searchLink><br /><searchLink fieldCode="DE" term="%22Influences%22">Influences</searchLink>
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  Data: 10.1111/josh.70087
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  Data: 0022-4391<br />1746-1561
– Name: Abstract
  Label: Abstract
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  Data: Background: Secondary traumatic stress (STS) in school personnel is under-researched, with limited data on its frequency and susceptibility. This systematic review examines the extent of STS and the factors contributing to it among school personnel, defined as individuals employed or contracted by US school systems. Methods: The review includes only studies that utilized the Professional Quality of Life Scale (ProQOL) and/or the STS Scale (STSS). A comprehensive search identified 18 peer-reviewed publications (2012-2021). Findings: Thirteen authors used the ProQOL, while six used the STSS, with half of the latter reporting moderate or higher STS levels. Studies using ProQOL scoring methods found average STS levels. Limitations include a lack of sample diversity, as most participants were white (32.4%-97.2%), female (70.9%-93.2%), and teachers (12/18 studies). Many variables had inconsistent findings across studies. Other variables such as leadership practices and school safety showed significant associations with STS. Implications: These data can be used to better understand factors associated with STS and to inform the development of effective preventative and reactive strategies to reduce the impact of STS on school personnel. Conclusion: Continued research needs to occur assessing STS in school personnel to better inform best practices for prevention and reactive strategies.
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      – SubjectFull: Stress Variables
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      – SubjectFull: Incidence
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      – SubjectFull: School Personnel
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      – SubjectFull: Individual Characteristics
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      – SubjectFull: Elementary Secondary Education
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