The Impact of Secondary Traumatic Stress on Urban

Educators in Schools with High at Risk Student

Populations
Abstract
Educators who choose to educate students in schools with high at risk populations risk exposure to secondary

traumatic stress (STS) through the disclosure of a students experiences with trauma (Jensen, 2009). The purpose of

this study was to research the impact of STS on the quality of life for educators in high risk settings and identify

resources to mitigating any negative impact.^ A mixed method approach using a convergent parallel design was

employed through a three-part survey. The research questions were: What has been the impact of STS on teachers

working with at risk students and families? What do educators identify as helpful to minimize the impact of being

exposed to the students first hand traumatic experiences? How is STS perceived by educators in under-performing

schools in a Massachusetts urban district? What type of student trauma experienced by the students do the

educators describe as producing STS?^ The study was conducted in four schools classified as chronically under-

performing on statewide assessments in a Massachusetts urban school district. The participants were educators

(N=160) in the schools from November 2013-November 2015. Demographic data were collected in Part I.

Quantitative data were collected in Part II using the 30 item Professional Quality of Life Scale (Stamm, 2010).

Educators provided data through two dimensions- Compassion Satisfaction and Compassion Fatigue with two sub

sections identified as Burnout and STS. Using a qualitative design, open-ended questions embedded in Part III were

used to collect data on trauma and stress in students lives. A focus group Interview collected qualitative data on

student trauma and supports. Data were analyzed using descriptive statistics and text analysis to determine themes.^

The quantitative issues identified were; frustration, anger/depression, fear and work related stress contributing to

STS. Qualitative themes leading to STS included; frustration, emotional impact, violence, assaults, and trauma

history. Educators shared themes as supportive in mitigating the impact of STS: family/friends, physical activity,

therapy and peer support.^ Potential actions suggested included; providing the employee information to better

understand STS, opportunities for physical activity and wellness, access to therapists, and opportunities for

developing and strengthening collegial relationships.^

Subject Area
Educational administration|Education|Educational psychology
Recommended Citation
Joany Santa, "The Impact of Secondary Traumatic Stress on Urban Educators in Schools with High at Risk Student

Populations" (January 1, 2016). Dissertation & Theses Collection. Paper AAI10106159.

http://scholarsarchive.jwu.edu/dissertations/AAI10106159