Teachers impacted by trauma and how district and school administration respond: a qualitative study

Abstract

Teachers, like all members of society, face instances of trauma, including but not limited to childhood, personal, secondary, collective, and institutional. Additionally, teachers face the most difficult working conditions the profession has ever seen. Districts routinely examine ways to support and retain teachers in the face of a massive teacher shortage. This study seeks to show how teachers’ trauma impacts their ability to do their job effectively and how district and school administrators can support their teachers in times of trauma and mental health concerns. Using a General Inductive Qualitative Model, this study used journal prompts and semi-structured interviews of 10 high school teachers from the Oklahoma City metro area to examine teachers’ responses to trauma, how it impacted their job performance, and how their district and school administration supported them. It covers current available resources and provides insight into what supports teachers feel would benefit them.