Author Information
Wei-Shan Chang, National Changhua University of Education, TaiwanShang-Ling Chen, National Changhua University of Education, Taiwan
Abstract
When faced with students who may experience adversity, teachers are often the first individuals, aside from family members, to recognize and feel the impact of students' trauma. While teachers are expected to be trauma-informed helpers, there is limited research on how trauma-informed care affects teachers' physical and mental health, with little attention given to the trauma experiences that teachers themselves may face. This study explores the trauma and its effects encountered by teachers, integrating trauma-informed principles to construct a “Teacher Trauma-Informed Support Integration Model” as a practical reference framework for addressing teacher trauma issues, supported by case examples. The findings are as follows: 1) Realizing Teacher Trauma: Teachers must become aware of their own trauma experiences, and schools and communities should have a basic understanding of teacher trauma; 2) Recognizing Teacher Trauma: Teachers should recognize symptoms related to trauma. Schools can provide resources for teacher trauma assessment, and communities should be cautious about secondary harm caused by commentary or reporting on teachers; 3) Responding to Teacher Trauma: Teachers should be supported in developing self-care capabilities. Schools should create a safe and accepting atmosphere, establish two-way communication channels, and implement strategies to support teachers. Communities should work on building institutional support systems for teachers; and 4) Resisting Further Trauma for Teachers: Preventing further trauma for teachers requires a fundamental reduction of systemic oppression, addressing teachers' work well-being, and advocating for fairness and justice in teachers' working conditions. This approach offers a more proactive response to teacher trauma.
Paper Information
Conference: ACP2025Stream: Mental Health
This paper is part of the ACP2025 Conference Proceedings (View)
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To cite this article:
Chang W., & Chen S. (2025) Recognizing the Wounds of Teachers: An Exploration of the Teacher Trauma-Informed Support Integration Model ISSN: 2187-4743 – The Asian Conference on Psychology & the Behavioral Sciences 2025 Official Conference Proceedings (pp. 357-371) https://doi.org/10.22492/issn.2187-4743.2025.28
To link to this article: https://doi.org/10.22492/issn.2187-4743.2025.28
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