The Hidden Toll: Secondary Trauma in Australia's Education Sector
"I can't hear another sad story." These words, uttered to me recently, by a former teacher, encapsulate a growing crisis in Australia's education system. As educators, we often focus on the visible challenges: curriculum changes, funding issues, and classroom management. However, there's an invisible burden that's possibly driving talented professionals out of the field at an alarming rate – secondary trauma.
Secondary trauma, also known as vicarious trauma or compassion fatigue, occurs when individuals are indirectly exposed to traumatic events through the firsthand accounts of others. For teachers and school staff, this exposure comes from working closely with students who have experienced violence, addiction, neglect, or the death or serious illness of themselves or family members.
The Escalating Crisis
Recent data from the NSW Teachers Federation paints a stark picture of the situation. In 2018, about 8% of teachers left the profession within their first five years. By 2024, that number has more than doubled to 19%. While various factors contribute to this exodus, the impact of secondary trauma cannot be overlooked.
A review published in Frontiers in Education by Oberg et al. (2023) highlighted the urgent need for additional research into the impact on teachers working with traumatised students. This call to action has prompted researchers at Deakin University to launch a comprehensive study aimed at understanding the factors influencing secondary trauma stress (STS) in Australian teachers.
The Human Cost
Behind these statistics are real people – dedicated educators who entered the profession with passion and purpose, only to find themselves overwhelmed by the emotional weight of their students' experiences. The teacher who said, "I can't hear another sad story," represents countless others who have reached their breaking point.
This emotional fatigue doesn't just affect individual teachers; it has far-reaching consequences for the entire education system. When experienced educators leave the profession, schools lose valuable expertise and mentorship capabilities. Students, particularly those who have experienced trauma themselves, lose trusted adults who understand their needs and can provide consistent support.
The Ripple Effect
Secondary trauma doesn't confine itself to the classroom. School counsellors, administrators, and support staff are also susceptible. The cumulative effect of hearing about and responding to traumatic events day after day can lead to:
1. Emotional exhaustion and burnout
2. Decreased job satisfaction and performance
3. Physical health issues, including insomnia and weakened immune function
4. Strained personal relationships
5. Increased absenteeism and turnover rates
The Need for Research and Action
Recognising the severity of this issue, researchers at Deakin University have initiated a study to identify key factors that lead to secondary trauma stress and factors that can mitigate or minimise its impact. This interdisciplinary project, involving the School of Psychology, the School of Business, and the School of Education, aims to develop protocols for dealing with STS in the workplace and provide input for STS reduction and mitigation programs.
Dr. John Molineux, the principal researcher, emphasises the importance of this work: "Our goal is not just to understand the problem, but to find practical solutions that can make a real difference in the lives of educators and, by extension, their students."
The mixed-methods approach of the study, combining surveys and interviews, will provide a comprehensive picture of the STS landscape in Australian schools. By gathering both quantitative data and personal narratives, researchers hope to capture the nuanced realities of educators' experiences with secondary trauma.
A Path Forward: The Psychoemotional Strength Program
While the Deakin University study promises to yield valuable insights, I believe educators need support now. My Psychoemotional Strength Program, offers a proactive strategy for building resilience and managing the emotional demands of teaching.
The PSP is modelled on 'Supervision', a world-renowned supportive practice regularly accessed by therapists. However, it's specifically designed for educators and all school staff, aligning with AITSL standards for personal and professional development.
What sets the PSP apart is its focus on prevention rather than crisis response. It provides a regular, consistent, non-judgmental, and collaborative process where education practitioners can reflect on their practice, relationships, and the emotional demands of their work. Through dialogue, expressive therapies, and an integrated supervision model, participants co-create new meanings and pathways for action, contributing to best practices, effective relationships, and enhanced wellbeing.
Key features of the PSP include:
1. One-on-One Support: While group sessions are possible, the PSP strongly emphasises individual sessions, providing a unique personal focus often missing from typical school wellbeing programs.
2. Experienced Facilitation: Sessions are led by a facilitator who is not only an experienced teacher but also a PACFA registered clinical counsellor and clinical supervisor. This ensures a deep understanding of the school environment and the emotional labour involved.
3. Regular Sessions: Participants are encouraged to engage in monthly 45-minute sessions, allowing for the development of a trusting relationship with the facilitator over time.
4. Holistic Approach: The program addresses various aspects of an educator's experience, including practice reflection, relationship dynamics, and the impact of the wider education system on psychological wellbeing.
5. Skill Development: Participants learn strategies to shift cognitive and emotional overload, strengthening their mental fitness and resilience.
The effectiveness of such programs is evident in feedback from educators who have experienced similar supervision models.
As one Head Teacher reported after participating in Barnardo's 'Supervision within Education':
"The benefits were; helped me tease out how the Child Protection cases I was involved in were affecting my life; brought clarity; time to reflect and solve issues in a calm and designated space; my time to 'just be'; made me more efficient in work as it gave me more head space; explored strategies for helping others; reduced stress; increased my confidence; greater self-awareness and understanding; improved home and work life; helped me to see victims in my school of child abuse as survivors and gave me skills to deal more effectively with the children and their parents."
Another educator emphasised the importance of this support:
"This monthly Supervision has been a really essential part of my professional life and I now insist on all the people I manage having Supervision from others trained to do this effectively."
By implementing programs like the PSP, schools can create a more supportive environment for their staff, potentially reducing burnout and turnover rates. It addresses a critical gap in the Australian education system, acknowledging the cumulative impact of vicarious trauma and declining mental fitness among young people and their families.
The PSP, in my opinion, offers a promising solution to the challenges of secondary trauma, providing educators with the tools and support they need to maintain their wellbeing and effectiveness in the face of emotional demands.
As we await the results of the Deakin University study, it's clear that addressing secondary trauma in the education sector must become a priority. The wellbeing of our educators is intrinsically linked to the quality of education we can provide to our students.
The teacher who left the profession because she couldn't bear another sad story shouldn't be seen as an isolated incident but as a canary in the coal mine. It's a call to action for all of us involved in education – administrators, policymakers, researchers, and educators themselves – to recognise the emotional labour inherent in teaching and to provide the support necessary for educators to thrive.
By addressing secondary trauma head-on, we can create a more resilient, stable, and effective education system – one where talented educators feel supported in their crucial work of shaping young minds and lives.
Piloting the Psychoemotional Strength Program (PSP) is top on my agenda.
Connect with me to discuss how I can support your staff: cathy@refreshreset.com.au
References:
March 2020 Barnardo’s Scotland Report Supervision in Education - Healthier Schools for All
April 2024 Plain Language Statement and Consent Form Full Project Title: Factors influencing the impact of secondary exposure to trauma on Australian teachers Principal Researcher: Dr John Molineux, Associate Researchers: Dr Ben Arnold; Dr Georgie Cameron; Dr Rebecca Diehm; Dr Adam Fraser