Secondary Traumatic Stress in Rural Public School Teachers: A Qualitative Phenomenological Study

Abstract

It is well established that a high number of children experience a significant traumatic event by the time that they attend school. Teachers, therefore, work with trauma-impacted students on a regular basis as they execute the duties required of their occupation. Although ongoing and frequent exposure to students experiencing trauma is a known part of the role of a teacher, the impact of this exposure and the nature of the phenomenon of secondary traumatic stress in educators have been profoundly understudied. This study seeks to understand more about the phenomenon and effects of secondary traumatic stress in rural teachers. In depth interviews with eight rural teachers were conducted and analyzed. Data analysis revealed five key findings. The first two findings are that the rural teachers in this study have been impacted by emotional and physical effects of STS and that rural teachers may be uniquely impacted by STS due to working with many students experiencing trauma and a high need for adequate social services. The third finding is that teachers feel internal tension and stress about navigating boundaries and expectations of different roles when working with trauma-impacted students. The forth finding is that teachers may be distinctly vulnerable to STS due to the ongoing and daily nature of relationships with students, and lastly, teachers’ risk of experiencing of STS may be linked to structural supports and collegial relationships. These findings contribute to the limited field of research on the phenomenon of secondary traumatic stress in rural public school teachers.