Teacher trauma: The silent struggle

Just like students, teachers need schools to be safe and supportive environments that prioritize their well-being.

Safe, inclusive, and supportive learning environments are essential for our students and our teachers. Yet, in many cases, the very leaders who are responsible for creating such an environment are the ones whose actions have a negative effect on teachers’ working conditions, their performance, and their wellness. Teacher stress and attrition can stem from the behaviors of school leadership (Gui, 2019). And the desire for a better work climate has led many teachers to seek out other jobs (Diliberti et al., 2021).

The challenging experiences some teachers face can lead to more than simple stress or workplace frustration to become trauma. Teachers may experience trauma when they’re subjected to a single event, group of incidents, or ongoing instances of bullying, intimidation, harassment, or fear, sometimes at the hands of leadership. Often, teachers who experience trauma remain silent due to fear of retaliation from their school leader.

We interviewed 10 teachers about their experiences of teacher trauma through snowball sampling.  Initial teachers were recruited through social media posts. Nine of the teachers were female and one was male. One teacher was Asian, five were Black, and four were white. The teachers ranged from elementary, middle school, high school, and out of the classroom and had various roles. Two teachers were general education teachers, three were special education teachers, four were instructional coaches, and one was a teacher consultant. The years of teaching experience of the teachers ranged from six years to over 25 years. Their age ranged between 30 and 55 years old. Their stories highlighted the need for school leaders to improve their behaviors, leadership styles, and practices to create safe, inclusive, and supportive work environments.

Teachers’ experiences of trauma

As one teacher said, “Teachers want to feel good about the school that they are in.” But listening to teachers’ experiences showed us that these teachers did not feel psychologically or emotionally safe in their workplace.

Teachers reported difficulties in balancing classroom management with rising academic expectations while feeling unsupported by their leadership, all of which contributed to a feeling of stress. They described their working environments as “toxic,” “a culture of competition and pettiness,” “a culture of compliance,” and having a “lack of trust.” These cultures were not healthy and positive for teachers.

Behavior from leadership, such as favoritism, avoidance, change in assignment, and inopportune observation, reduced teachers’ feelings of belonging and self-efficacy. Teachers reported feeling “isolated,” “disregarded,” and “not validated” when their leaders ignored and avoided them. Some perceived leaders’ use of fear, intimidation, and harassment as tactics to encourage them to leave.

These behaviors on the part of leaders resulted in adverse health effects for teachers, such as anxiety, tiredness, and inconsistent sleep. School leaders’ unpredictable behaviors created a sense of uneasiness and anxiety. One teacher stated, “There were times when I kind of contemplated not wanting to go to work because I did not know what to expect when I got there. There are times the feeling of anxiety kind of puts pressure on you.”

Some teachers maintained their mental and emotional well-being by setting boundaries between professional and personal life. But for others, the only solution was to leave. One teacher shared, “The stress level was just too high. I decided to take another position.” Another expressed, “I was going to retire at 20 years if I didn’t get the new position I have now.” Teachers who left trauma-inducing environments reported improved job satisfaction and well-being in their new environments.

The importance of teacher well-being

Many of the teachers we interviewed endured their traumatic workplaces because they focused on their students. However, it is important for teachers to care for themselves. As one teacher said, “I wish principals could be more understanding — understanding that teachers are people too.” Teachers deserve to work in a healthy environment free of unfair and unwelcoming treatment and that promotes their well-being and professional growth.

One teacher shared, “People don’t realize how many things we go through as teachers and the whole thing we keep saying is that we do this for the kids, it’s for the kids, and we forget about our own self. But we have to remember to take care of ourselves, too.” Benjamin Dreer (2023) highlighted the relationship between teacher well-being and factors such as teacher retention, teacher-student relationships, and student outcomes. Prioritizing teachers’ well-being is essential not only for the health of educators but also for the school and its students.

Although teachers can engage in individual practices that support wellness, such as breathing techniques, separating school and home, and seeking social supports, a collective approach to teachers’ well-being can be more effective (Pate, Pfister, & Ripma, 2023). School leaders have a role to play in creating a culture of care that includes interconnected supports for individual well-being (self-care practices, boundaries); collective well-being (collegial support); and systems well-being (schoolwide policy, well-being culture, professional learning on well-being). A well-being leadership team of various stakeholders with differing experiences, such the school leaders, teachers, guidance counselors, mental health professionals, and social emotional learning coaches, can help build capacity around well-being and connect staff with the supports that will benefit them (Pate, Pfister, & Ripma, 2023).

The power of leaders

School leaders play a critical role in creating a healthy and sustainable environment where teachers feel safe, included, and supported. Empathetic leaders can help lower levels of stress and anxiety and increase the feeling of safety in their followers (Kock et al., 2019). In a psychologically safe school, teachers can speak up without fear of being punished or retaliated against.

How leadership communicates and interacts with others shapes their environment (Kachchhap & Horo, 2021). Having a sense of belonging was important to the teachers we interviewed. They wanted an inclusive environment, one in which school leaders affirm teachers as unique individuals, actively listen to their needs, and ensure that all teachers have a voice in shaping the school community. Leading with equity, fairness, transparency, and professional respect helps to promote an inclusive environment.

Teachers want a school environment that is not divisive and where they can feel and be supported by school leaders (Kachchhap & Horo, 2021). Creating a supportive environment requires leaders to demonstrate trust and respect for teachers by getting to know them, supporting their needs, and providing opportunities for professional growth.

Leaders with emotional intelligence — self-awareness, self-regulation, social-awareness, and relationship management — are better able to foster a school culture where individuals feel valued, supported, and motivated (Paschal & Mkulu, 2020) Emotional intelligence can help leaders to reflect on their behaviors, leadership styles, and practices and to be aware of their emotions and the emotions of their staff. This enables leaders to lead with empathy, building trust, fostering positive relationships with staff, and making thoughtful and compassionate decisions to improve staff satisfaction and well-being.

10 supportive strategies

Leaders can use the following strategies to foster strong relationships and sustain environments where teachers feel safe, included, and supported.

1. See staff as whole human beings. It is important that leaders get to know teachers and staff members personally. Opportunities to share experiences and celebrate and understand diverse cultural backgrounds can help build a sense of belonging among staff.
2. Lead with emotional intelligence. Practicing self-awareness can help leaders lean in with curiosity, show care, and respond with empathy.
3. Create psychological safety. When staff feel safe to take risks without fear of humiliation, they’re more likely to openly share ideas and learn from one another.
4. Align share values with purpose. Sharing core values and aligning them with the “why” of the school community can help create a shared mission among teachers and staff.
5. Practice gratitude. Showing appreciation to teachers and staff regularly promotes their feelings of being valued and helps increase job satisfaction.
6. Highlight the strength of staff. Uplifting the strengths of teachers and staff and providing leadership opportunities can help build capacity within the school community.
7. Celebrate progress. Recognizing small wins and personal and team achievements can to boost morale and performance.
8. Promote growth and development. Ongoing feedback, coaching, mentoring, and peer support help develop staff. In addition, leaders should seek feedback from their teachers and staff to identify areas of growth.
9. Model work-life harmony. Encouraging healthy boundaries, respecting teachers’ personal time, and promoting wellness practices helps create a school environment that promotes well-being.
10. Invite joy and laughter into the workplace. Incorporating fun routines, creating opportunities for humor, and engaging in community-building games and activities foster a positive and inclusive environment that can strengthen relationships, enhance communication, and promote collaboration.

Tiers of support

One way to create a systemic approach to well-being is with a tiered model, similar to the multi-tiered system of supports (MTSS) that provides tiered intervention to students based on need (Novak & Rodriguez, 2023). A tiered approach to well-being offers a structured system that is proactive, preventive, and equitable to support all staff while providing targeted and individualized support. Rather than waiting to respond to a crisis, having a layered support plan in place enables schools to provide support when it is needed to those who need it.

Tier 1: Universal support (for all)

Tier 1 focuses on promoting a positive, inclusive, and supportive environment that builds a strong foundation for the social, emotional, and mental health of all individuals. This might involve preventive and proactive practices such as mindfulness, morning affirmation, mind and body breaks.

To help build a sense of belonging among teachers and staff, schools may employ frequent staff recognition, celebrations and constructive feedback, and opportunities for all staff members to contribute to the school community. In addition, schools can implement ongoing professional learning on well-being and mental health, wellness book clubs, and training to recognize early warning signs of stress and burnout.

Tier 2: Targeted support (small group)

Tier 2 support is designed to provide additional support in a small group for those in need of than the universal strategies. This support is targeted to address a specific concern or need when it is emerging, and it ensures teachers and staff who may be dealing with challenges receive timely support when they need it.

Support strategies might include regular check ins, small-group counseling, peer mentoring, and sharing targeted coping strategies. An example of targeted support is facilitating a small group of teachers and staff around anxiety, grief, or depression for a short term. Progress monitoring is key in assessing whether supports and interventions are effective. This way, informed decisions can be made on continuing, adjusting, or intensifying support.

Tier 3: Intensive (individualized support)

Tier 3 support is personalized and individualized to the needs of teachers and staff experiencing significant challenges that may impact their daily functions. The needs of these individuals may be complex and ongoing and require not only collaboration from within the school community (school social worker, guidance counselor, or nurse), but also outside resources, such as access to a mental health professional and external agencies.

Teachers and staff who receive Tier 3 support continue to receive Tier 1 and Tier 2 support in addition to their individualized interventions. Their Tier 3 support may include one-on-one counseling, therapy, mentoring, coaching, an individualized wellness plan, crisis or mental health intervention, employee assistance program, partial or extended leave from work, or outside clinical support. Just like with Tier 2, progress monitoring is important to ensure that interventions are effectively meeting the individual’s needs.

Breaking the silence

All the teachers we interviewed said the experience of sharing their stories was helpful. The simple act of telling one’s story can be beneficial to the storyteller (D’Cruz, Douglas, & Serry, 2020). Holding space for teachers to share their stories was received as positive and helpful.

These brave teachers shared their stories to let other teachers know they are not alone and with the hope of making changes for other teachers. Understanding and addressing teacher trauma is important because teachers are citizens in society who play a critical role in shaping the lives of others. To retain teachers and preserve their well-being, we need effective leaders to help create safe, inclusive, and supportive environments.

References

D’Cruz, K., Douglas, J., & Serry, T. (2020). Sharing stories of lived experience: A qualitative analysis of the intersection of experiences between storytellers with acquired brain injury and storytelling facilitators. British Journal of Occupational Therapy, 83 (9), 576-584.

Diliberti, M. K., Grant, D., & Schwartz, H. L. (2021). Stress topped the reasons why public school teachers quit, even before COVID-19. RAND.

Dreer B. (2023). On the outcomes of teacher wellbeing: A systematic review of research. Frontiers in Psychology, 14, 1205179.

Gui, G. E. (2019). Teacher attrition and school leaders’ capacity for leading, practices and behaviors: A comparative study. European Journal of Social Science Education and Research, 6 (1), 111-122.

Kachchhap, S.L. & Horo, W. (2021). Factors influencing school teachers’ sense of belonging: An empirical evidence. International Journal of Instruction, 14 (4), 775-790.

Kock, N., Mayfield, M., Mayfield, J., Sexton, S., & De La Garza, L. M. (2019). Empathetic leadership: How leader emotional support and understanding influences follower performance. Journal of Leadership & Organizational Studies, 26(2), 217-236.

Novak, K. & Rodriguez, K. (2023). In support of students: A leader’s guide to equitable MTSS. Jossey-Bass.

Paschal, M. J. & Mkulu, D. G. (2020). Teacher- students’ relationship and students academic performance in public secondary schools in Magu District, Tanzania. Journal of Research in Education and Society, 11 (1), 20-23.

Pate, C., Pfister, T., & Ripma, T. (2023). Creating a culture of care: A guide for education leaders to develop systems and structures that support educator well-being. WestEd.