Navigating Professional Trauma in the Classroom: Supporting Educators Through Hidden Challenges

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@article{1710377,
      author = {Zvisineyi Kandodo, Cleopatra Kufandirori},
      title = {Navigating Professional Trauma in the Classroom: Supporting Educators Through Hidden Challenges},
      journal = {Iconic Research And Engineering Journals},
      year = {2025},
      volume = {9},
      number = {3},
      pages = {21-28},
      issn = {2456-8880},
      url = {https://www.irejournals.com/formatedpaper/1710377.pdf},
      abstract = {Professional trauma is psychical and emotional suffering emanating from harmful experiences related to an individual's occupation (Herman, 2015). In schools, it refers to cumulative emotional and physical pressure from long-term exposure to sources of stress in the classroom environment (Figley, 1995). Professional trauma among teachers is one of the problems that has surfaced and is significantly affecting classroom dynamics, teacher retention, and general academic outcomes. In contrast to typical workplace stress or burnout, teachers suffer from professional trauma due to a variety of circumstances. There may be signs of post-traumatic stress disorder (PTSD) emanating from the trauma (McLean et al, 2015). It is important to recognize the hidden difficulties teachers encounter and implement trauma-informed strategies. This will help foster a secure and encouraging environment, essential to support teachers when they experience professional trauma in the classroom. This involves being aware of how trauma affects both the teachers and the learners. Professional trauma and individual factors influence the entire learning environment.  Other than affecting learners, professional trauma also erodes the teacher-student relationship.  A toxic school environment is also a by-product of experienced trauma. This paper tries to illuminate the complexities of professional trauma and offer actionable guidance to schools, and teachers themselves.},
      month = {September},
  }