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Understanding Secondary Traumatic Stress and Its Impact on Teacher Retention

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Title: Understanding Secondary Traumatic Stress and Its Impact on Teacher Retention
Language: English
Authors: Mary Snellings Inabnett (ORCID 0009-0004-4392-9941), Anna C. J. Long (ORCID 0000-0002-0486-5074)
Source: School Psychology. 2026 41(4):480-486.
Availability: American Psychological Association. Journals Department, 750 First Street NE, Washington, DC 20002. Tel: 800-374-2721; Tel: 202-336-5510; Fax: 202-336-5502; e-mail: order@apa.org; Web site: http://www.apa.org
Peer Reviewed: Y
Page Count: 7
Publication Date: 2026
Document Type: Journal Articles
Reports - Research
Education Level: Elementary Secondary Education
Descriptors: Trauma, Stress Variables, Teaching Conditions, Rural Schools, Mental Health, Labor Turnover, Intention, Teacher Persistence, Elementary Secondary Education, Depression (Psychology), Anxiety, Self Efficacy, Student Experience
Geographic Terms: Louisiana
Assessment and Survey Identifiers: Depression Anxiety and Stress Scales, Teachers Sense of Efficacy Scale
DOI: 10.1037/spq0000737
ISSN: 2578-4218
2578-4226
Abstract: Teachers are the most important factor in eliciting positive student outcomes. However, teacher stress and attrition are an increasing problem. This problem is exacerbated in high-needs schools, which serve students who are exposed to higher levels of risk factors and trauma. Due to the unique challenges faced by their students, teachers in these schools experience heightened rates of secondary traumatic stress (STS). What is unclear is how STS operates as a unique job demand contributing to teacher attrition. The present study surveyed 104 teachers in rural North Louisiana to determine the following: (a) What general mental health symptoms and degree of STS are teachers in high-needs rural schools experiencing? (b) Does STS contribute to teacher intent to leave the field? Study findings show that many teachers experience trauma exposure through their work, with approximately a quarter of those surveyed reporting that they were likely to leave their school or the profession in the next year. Additionally, a logistic regression found that STS significantly contributes to teacher intent to leave the profession. Implications of these emergent findings are discussed.
Abstractor: As Provided
Entry Date: 2026
Accession Number: EJ1507558
Database: ERIC
FullText Text:
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  Data: Understanding Secondary Traumatic Stress and Its Impact on Teacher Retention
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  Data: <searchLink fieldCode="AR" term="%22Mary+Snellings+Inabnett%22">Mary Snellings Inabnett</searchLink> (ORCID <externalLink term="https://orcid.org/0009-0004-4392-9941">0009-0004-4392-9941</externalLink>)<br /><searchLink fieldCode="AR" term="%22Anna+C%2E+J%2E+Long%22">Anna C. J. Long</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-0486-5074">0000-0002-0486-5074</externalLink>)
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  Data: <searchLink fieldCode="SO" term="%22School+Psychology%22"><i>School Psychology</i></searchLink>. 2026 41(4):480-486.
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  Data: American Psychological Association. Journals Department, 750 First Street NE, Washington, DC 20002. Tel: 800-374-2721; Tel: 202-336-5510; Fax: 202-336-5502; e-mail: order@apa.org; Web site: http://www.apa.org
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  Data: Y
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  Data: 7
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  Data: 2026
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  Data: Journal Articles<br />Reports - Research
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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="%22Louisiana%22">Louisiana</searchLink>
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  Data: 10.1037/spq0000737
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  Data: Teachers are the most important factor in eliciting positive student outcomes. However, teacher stress and attrition are an increasing problem. This problem is exacerbated in high-needs schools, which serve students who are exposed to higher levels of risk factors and trauma. Due to the unique challenges faced by their students, teachers in these schools experience heightened rates of secondary traumatic stress (STS). What is unclear is how STS operates as a unique job demand contributing to teacher attrition. The present study surveyed 104 teachers in rural North Louisiana to determine the following: (a) What general mental health symptoms and degree of STS are teachers in high-needs rural schools experiencing? (b) Does STS contribute to teacher intent to leave the field? Study findings show that many teachers experience trauma exposure through their work, with approximately a quarter of those surveyed reporting that they were likely to leave their school or the profession in the next year. Additionally, a logistic regression found that STS significantly contributes to teacher intent to leave the profession. Implications of these emergent findings are discussed.
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  Data: 2026
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  Data: EJ1507558
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        Value: 10.1037/spq0000737
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      – Text: English
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      – SubjectFull: Stress Variables
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      – SubjectFull: Teaching Conditions
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      – SubjectFull: Teacher Persistence
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      – SubjectFull: Elementary Secondary Education
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      – SubjectFull: Depression (Psychology)
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      – SubjectFull: Anxiety
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      – SubjectFull: Student Experience
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      – SubjectFull: Louisiana
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      – SubjectFull: Depression Anxiety and Stress Scales
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      – SubjectFull: Teachers Sense of Efficacy Scale
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