Understanding Minoritized Educators’ Experiences with Secondary Trauma During COVID-19

Abstract

This mixed-methods study examined the ways that K-12 educators with minoritized racial/ethnic identities and/or gender identities as well as sexualities experienced secondary trauma during the COVID-19 pandemic. Through a national survey of 1,194 K-12 educators and 24 follow-up interviews, we found that BIPOC and LGBQ+ educators experienced greater rates of childhood trauma, which was correlated with a greater risk of secondary trauma for all individuals in our sample. Additionally, educators with minoritized gender identities reported greater rates of experiencing secondary trauma. Qualitative interviews with minoritized educators added to these findings, revealing the necessity of structural support for educators as opposed to a sole focus on self-care, inadequacy of trauma-related professional development, and minoritized educators’ commitment to improving the lives of their students who have experienced trauma as a result of their own traumatic experiences. These results have implications for educational administrators and policymakers regarding the interconnectedness of trauma and identity.