Compassion fatigue and secondary traumatic stress in teachers: How they contribute to burnout and how they are related to trauma-awareness

Abstract

Introduction: Teachers play an integral role in providing positive life experiences for their students and are especially crucial for students who are experiencing or have experienced a trauma in their lives. In Australia however, teachers are increasingly stating that they do not plan on remaining in the profession causing media and governments to warn of a teacher shortage. Several key factors for teacher attrition have been proposed, with burnout being described as a contributing factor). Studies which have focused specifically on teachers’ experiences working with students with histories of trauma have suggested links between lack of trauma-aware training and increased levels of compassion fatigue (CF), secondary traumatic stress (STS), and burnout. Methods: This paper draws on established research into CF, STS and burnout as well as trauma awareness of teachers using a narrative topical approach to explore the challenges faced by teachers and students in a post-covid landscape. Results: The results of this review suggest a need for additional research into the impact on teachers of working with an increasingly traumatized student body. Conclusion: The lack of trauma-specific training reported by pre-service and current teachers indicate a need for higher education institutions and schools to better prepare teachers to support traumatized students while safeguarding their own wellbeing.