Date
7-21-2026
Department
School of Behavioral Sciences
Degree
Doctor of Education in Community Care and Counseling (EdD)
Chair
Frances Sanford
Keywords
stress, eustress, distress, urban educators, secondary traumatic stress, vicarious trauma, burnout, compassion fatigue, trauma
Disciplines
Social and Behavioral Sciences
Recommended Citation
Booker, Stephanie R., "Secondary Traumatic Stress: Lived Experiences of Urban Educators" (2026). Doctoral Dissertations and Projects. 8687.
https://digitalcommons.liberty.edu/doctoral/8687
Abstract
The purpose of this phenomenological study was to understand and interpret the lived experiences of urban educators who experienced secondary traumatic stress resulting from exposure to the traumatic events of their students. Teachers in urban school settings serve students with high exposure to poverty, violence, and trauma, and these shared experiences often result in the urban educator experiencing secondary traumatic stress (STS). The theory guiding this study was Hans Selye's Stress Theory. Data were collected through interviews with ten secondary urban educators from five states and eight cities with varying years of experience, grade levels, and racial and ethnic backgrounds. The findings revealed two overarching themes. The first, emotional and professional strain, encompassed three sub-themes: emotional exhaustion, feeling overwhelmed, and lack of systematic support. Participants described emotional depletion from recurrent trauma exposure that extended into their personal lives, affecting relationships, physical health, and well-being. The second theme, work-life balance, reflected the participants' inability to separate professional responsibilities from personal life, as unprocessed trauma and absent institutional support created a cycle of emotional unavailability beyond the school day. Across both themes, participants reported emotional exhaustion, sleep disturbances, difficulty concentrating, anxiety, somatic symptoms, and isolation, consistent with the identified markers of secondary traumatic stress. The findings affirm the urgent need for schools, districts, and policymakers to recognize STS as a significant occupational concern and to establish systemic support that protects the mental health and well-being of urban educators.
