Mitigating secondary traumatic stress in preservice educators: A pilot study on the role of trauma‐informed practice seminars

Abstract In this study, explore secondary traumatic stress (STS) in preservice teachers (PSTs) and if trauma‐informed practices (TIPs) have the potential to mitigate STS. We hypothesize that PST who have had consistent and extensive exposure to TIP will experience lower levels of STS in their student teaching or residency than students who have not had this exposure. Thirty‐four PST participated in the study. Twenty‐one were women, 12 men, and 1 identified as nonbinary. Their average age was 31 years. Participants were 73.1% Caucasian. A survey design was used. Surveys went out to all Metropolitan State University of Denver School of Education Students. Early results demonstrate a positive causal relationship between an increase of TIP seminars and decreased STS. By integrating TIP seminars and principles into teacher preparation programs, new teachers will enter the workforce better equipped to address their own needs and the needs of the children and families they serve.