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Trauma‐Informed Practices as a Buffer Against Secondary Traumatic Stress: Insights From First‐Year Teachers.

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Title: Trauma‐Informed Practices as a Buffer Against Secondary Traumatic Stress: Insights From First‐Year Teachers.
Authors: Castro Schepers, Ofelia (AUTHOR), Grevstad, Nels (AUTHOR), Young, Kathryn (AUTHOR), Brennan, Megan (AUTHOR)
Source: Psychology in the Schools. Aug2025, Vol. 62 Issue 8, p2463-2481. 19p.
Subjects: Secondary traumatic stress, Teacher effectiveness, Job satisfaction, Emotion regulation, Teacher education
Abstract: This study explores the impact of secondary traumatic stress (STS) on first‐year teachers (FYTs) and the potential of trauma‐informed practices (TIP) as a mitigating strategy. STS, which results from exposure to students' trauma, is a significant but underexplored issue in education. By examining the first year of teaching, this mixed‐methods study investigates whether TIP reduces STS symptoms and improves knowledge retention in FYTs. Quantitative findings suggest that TIP can enhance TIP content knowledge and confidence and reduce STS, offering valuable insights for teacher well‐being and retention, particularly in high‐needs schools. This study contributes to the emerging literature on STS in education and highlights the importance of targeted support for first‐year teachers. Summary: First‐year teachers (FYTs) are highly susceptible to Secondary Traumatic Stress (STS) due to their inexperience and the emotional demands of working with students who have experienced trauma. This stress can lead to burnout, decreased job satisfaction, and negatively affect their teaching effectiveness.Trauma‐informed practices (TIP) have shown promise in mitigating STS, improving teachers' emotional regulation, and enhancing their knowledge retention. TIP equips teachers with strategies to manage stress, supporting both their well‐being and their students' development, particularly in high‐needs schools.This study highlights the importance of providing first‐year teachers with specific, trauma‐informed support to address the unique challenges they face. The study suggests that TIP can improve retention rates and overall teacher effectiveness by reducing STS and bolstering teachers' confidence and knowledge. [ABSTRACT FROM AUTHOR]
Copyright of Psychology in the Schools 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: Psychology and Behavioral Sciences Collection
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  Data: Trauma‐Informed Practices as a Buffer Against Secondary Traumatic Stress: Insights From First‐Year Teachers.
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  Data: <searchLink fieldCode="AR" term="%22Castro+Schepers%2C+Ofelia%22">Castro Schepers, Ofelia</searchLink> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Grevstad%2C+Nels%22">Grevstad, Nels</searchLink> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Young%2C+Kathryn%22">Young, Kathryn</searchLink> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Brennan%2C+Megan%22">Brennan, Megan</searchLink> (AUTHOR)
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  Data: <searchLink fieldCode="JN" term="%22Psychology+in+the+Schools%22">Psychology in the Schools</searchLink>. Aug2025, Vol. 62 Issue 8, p2463-2481. 19p.
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  Data: <searchLink fieldCode="DE" term="%22Secondary+traumatic+stress%22">Secondary traumatic stress</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+effectiveness%22">Teacher effectiveness</searchLink><br /><searchLink fieldCode="DE" term="%22Job+satisfaction%22">Job satisfaction</searchLink><br /><searchLink fieldCode="DE" term="%22Emotion+regulation%22">Emotion regulation</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+education%22">Teacher education</searchLink>
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  Label: Abstract
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  Data: This study explores the impact of secondary traumatic stress (STS) on first‐year teachers (FYTs) and the potential of trauma‐informed practices (TIP) as a mitigating strategy. STS, which results from exposure to students' trauma, is a significant but underexplored issue in education. By examining the first year of teaching, this mixed‐methods study investigates whether TIP reduces STS symptoms and improves knowledge retention in FYTs. Quantitative findings suggest that TIP can enhance TIP content knowledge and confidence and reduce STS, offering valuable insights for teacher well‐being and retention, particularly in high‐needs schools. This study contributes to the emerging literature on STS in education and highlights the importance of targeted support for first‐year teachers. Summary: First‐year teachers (FYTs) are highly susceptible to Secondary Traumatic Stress (STS) due to their inexperience and the emotional demands of working with students who have experienced trauma. This stress can lead to burnout, decreased job satisfaction, and negatively affect their teaching effectiveness.Trauma‐informed practices (TIP) have shown promise in mitigating STS, improving teachers' emotional regulation, and enhancing their knowledge retention. TIP equips teachers with strategies to manage stress, supporting both their well‐being and their students' development, particularly in high‐needs schools.This study highlights the importance of providing first‐year teachers with specific, trauma‐informed support to address the unique challenges they face. The study suggests that TIP can improve retention rates and overall teacher effectiveness by reducing STS and bolstering teachers' confidence and knowledge. [ABSTRACT FROM AUTHOR]
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  Data: <i>Copyright of Psychology in the Schools 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.)
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        Value: 10.1002/pits.23478
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        Type: general
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      – SubjectFull: Job satisfaction
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              M: 08
              Text: Aug2025
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