Teaching on the Frontlines: A Narrative Inquiry of Teachers' Experiences With School-Based Trauma
Jennifer L Caruso1, Sonali Rajan2
1Department of Health Behavior and Health Equity, School of Public Health, University of Michigan, Ann Arbor, Michigan, USA.
The Journal of School Health
|July 16, 2026
Summary
School trauma significantly impacts teacher well-being and professional identity, affecting their ability to create supportive learning environments. Resilience is fostered through trauma-informed practices and leadership opportunities.
Area of Science:
- Educational Psychology
- School Health
- Trauma Studies
Background:
- Grounded in the Whole School, Whole Community, Whole Child (WSCC) model.
- Examines the influence of school-based trauma on K-12 teachers' well-being and professional identity.
- Highlights the interconnectedness of student and staff well-being in schools.
Purpose of the Study:
- To explore the impact of school-based trauma on teacher well-being and professional identity.
- To understand how trauma exposure shapes teachers' leadership trajectories.
- To identify factors contributing to teacher resilience in challenging school environments.
Main Methods:
- Qualitative narrative inquiry approach.
- Involved four K-12 teachers from New York City Title I charter schools.
- Utilized semi-structured interviews and school-based observations, with thematic analysis of data.
Main Results:
- Trauma exposure is cumulative and significantly impacts teacher well-being and professional identity.
- Teachers experience an emotional burden from unresolved student trauma.
- Post-COVID-19 disruptions affected school climate, while purpose and leadership emerged as resilience factors.
Conclusions:
- Teacher narratives reveal how direct and secondary trauma affect educators' health.
- Trauma impacts teachers' capacity to sustain supportive learning environments.
- Trauma-informed professional learning and mental health resources are crucial for resilient schools.
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