Abstract
Statement of Purpose
Since the unfolding of the recent Covid-19 Pandemic, the teacher shortage in the U.S. has grown significantly across the nation. This thesis has examined how teachers have experienced a significant increase in serving students who have been exposed to traumatic stress as students have returned to school reporting remarkably high levels of mental health challenges. As shown by the data points, teachers are feeling unprepared to provide trauma-informed care for students due to a lack of training and support in the area of trauma-informed care. This research was designed to evaluate what can be done to better support teachers in serving these students who are showing symptoms of exposure to traumatic stress. This thesis considered current public policy, levels of current teacher training and support, as well as documenting how teachers are experiencing both secondary trauma as well as elevated stress levels at work. This thesis has also explored how the teaching profession can become more sustainable as we train and support teachers in providing trauma-informed care for their students as well as maintaining their own well-being. The recommendations made as a result of this work will contribute to the growing dialogue around student and teacher mental health with the hope of making the profession more sustainable for generations to come.
Sources of Data
This research was guided by a trauma-informed framework that utilized mixed-method practices resulting in the participants completing an initial survey questionnaire followed by in-depth qualitative interviews with the purpose of documenting how teachers are coping with serving students who have been exposed to high levels of traumatic stress.
Conclusions Reached
The findings from this study show that most teachers have not received training in the area of trauma-informed care practices, nor do they have the proper support at their school sites to provide a trauma-informed environment. The results also showed that teachers are also experiencing both secondary trauma as well as elevated stress levels that result in diminished mental health. Teachers are experiencing a high level of burnout, and many of the participants in this study have considered leaving the profession altogether.
This thesis also explored solutions for how teachers can be better prepared and supported in serving students who have been exposed to traumatic stress. The purpose of this work is that teachers can find their profession sustainable as well as maintain healthy stress levels and mental health, as this valuable school reform of trauma-informed care makes its way into as many schools as possible throughout the nation.