Education Commons^™

Trauma-Informed Teacher Wellbeing: Teacher Reflections Within Trauma-Informed Positive Education, Tom Brunzell, Lea Waters, Helen Stokes

Australian Journal of Teacher Education

For the last 15 years, teacher wellbeing has been a priority area of exploration within education and positive psychology literatures. However, increasing teacher wellbeing for those who educate students impacted by trauma has yet to be comprehensively explored despite repeated exposure of teachers to child trauma and their experiences of associated negative effects such as secondary traumatic stress, vicarious traumatisation, compassion fatigue and burnout. This study follows teachers’ understandings and reflections upon their own wellbeing after learning the literatures supporting trauma-informed positive education. Interpretative phenomenological analysis was used as the methodological approach to represent teachers (N = 18) in order …