Multi-site case study examines secondary traumatic stress in K-12 educators, highlighting the importance of supportive workplace conditions.
Educators working in trauma-impacted communities increasingly respond to complex student needs, yet the emotional demands of this work remain underexamined in education. Drawing on a multi-site case study of schools in opioid-impacted regions and national research, this article examines secondary traumatic stress (STS) among K-12 educators as a relational and contextual phenomenon. The analysis underscores how educator well-being is influenced by workplace conditions, reinforcing the value of system-level, trauma-responsive approaches that support sustainable educational environments.
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Harrises et al. (2026) studied this question.
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