The influence of trauma-informed self-care practices on compassion fatigue, secondary traumatic stress, and burnout among educators

Educators play a pivotal role in supporting students who have experienced trauma, yet the emotional toll of this work is often underestimated. This mixed-methods study examined the influence of trauma-informed self-care (TISC) practices on compassion satisfaction, compassion fatigue, secondary traumatic stress (STS), and burnout among K–12 educators in a large southeastern Tennessee district, including Priority Schools serving high-poverty communities. A total of 157 educators were surveyed, while 32 educators participated in focus groups to provide deeper insight into self-care supports. Quantitative analyses revealed that higher levels of TISC engagement were significantly associated with increased compassion satisfaction and personal accomplishment, and reduced compassion fatigue and emotional exhaustion. However, TISC practices did not significantly reduce STS, suggesting limits to the effectiveness of individual self-care in addressing vicarious trauma. Qualitative findings underscored educators’ calls for systemic supports such as administrative prioritization of mental health, peer networks, and embedded professional learning to sustain their well-being and professional resilience. Together, the results highlight both the protective role of trauma-informed self-care and the need for organizational change to address educator burnout and retention, particularly in post-pandemic contexts. Implications include the integration of TISC into professional development and policy initiatives to enhance teacher well-being, strengthen student–teacher relationships, and ultimately improve student outcomes.

Grantor dc:publisher

University of Tennessee at Chattanooga

Author dc:creator

• Martin, Giitoun Belinda

Contributors dc:contributor

• Rausch, David W.
• Crawford, Elizabeth K.; Pratt, Allen; Williamson, Cindy T.
• College of Health, Education, and Professional Studies

• Burn out (Psychology)
• Secondary traumatic stress
• Trauma-informed pedagogy

Licence

• http://rightsstatements.org/vocab/InC/1.0/

Language dc:language

English, eng

Repository record dc:identifier

https://scholar.utc.edu/theses/1027

OAI identifier oai:identifier

oai:scholar.utc.edu:theses-2215