Unseen Burdens: Secondary Traumatic Stress and the Mental Health Challenges of Female Educators in K-12

Abstract

This qualitative study explores the lived experiences of secondary traumatic stress (STS) among female educators working in K–12 public schools. While trauma-informed practices have become more prominent in student-centered interventions, there remains a lack of attention to the emotional impact that repeated exposure to student trauma has on teachers themselves. Using semi-structured interviews with fifteen female educators, this research sought to understand the emotional, professional, and personal consequences of STS, as well as the systemic factors that exacerbate or alleviate it. Findings revealed that participants regularly encountered trauma narratives involving abuse, neglect, violence, and loss, leading to symptoms of emotional exhaustion, burnout, and feelings of isolation. The study highlights the significant role of administrative support, professional learning, and access to mental health resources in shaping how teachers cope with STS. This study contributes to a growing body of literature that affirms STS as a pressing concern in the education profession and underscores the need for systemic, trauma-informed approaches that support teacher wellness. Future research is recommended to expand understanding across gender identities, geographic contexts, and the long-term impacts of STS on educator retention and student outcomes.