Date
3-10-2026
Department
School of Education
Degree
Doctor of Philosophy in Education (PhD)
Chair
Janet Vosen
Keywords
Secondary Trauma, Trauma, Educators, Teachers, Administrators, Coping Mechanisms
Disciplines
Education
Recommended Citation
Perry, Katina M., "Exploring The Perceived Influence of Exposure to Secondary Trauma on Educators: A Hermeneutic Phenomenological Study" (2026). Doctoral Dissertations and Projects. 8012.
https://digitalcommons.liberty.edu/doctoral/8012
Abstract
The purpose of this hermeneutic phenomenological study was to understand the influence of secondary trauma on educators who work with students residing in low-income urban communities. Secondary trauma was generally defined as the emotional response that occurs when individuals are indirectly exposed to the traumatic experiences of others. The theory that guided this study was Lazarus and Folkman’s transactional model of stress and coping, as its emphasis on the interplay between an individual’s perceived psychological stress, coping, and cognitive appraisals was resourceful for educators exposed to student trauma. The central research question that guided this study was “How does secondary trauma influence an educator’s emotional and physiological well-being?” In this qualitative hermeneutic phenomenological study, I aimed to capture the essence of the lived experiences of public-school K-12 educators who were exposed to secondary trauma as a result of working with traumatized students. Potential participants were recruited through email, and data were collected through individual interviews, a focus group, and a letter-writing prompt. All interviews and meetings were conducted via a private Zoom link. Transcripts from individual interviews and focus groups were transcribed and analyzed to identify emerging themes and patterns. Data were analyzed and synthesized using a data analysis spiral and thematic analysis and synthesis. Research findings revealed that urban educators exposed to secondary trauma often experience symptoms consistent with secondary traumatic stress, while simultaneously experiencing personal and professional growth amid challenging experiences. Lastly, findings highlighted a profound need for trauma-informed professional development and mental health resources for educators working with traumatized students to protect their emotional and physiological well-being.
