Trauma-informed Teacher Wellbeing: Teacher Reflections within Trauma-informed Positive Education

For the last 15 years, teacher wellbeing has been a priority area of exploration within education and positive psychology literatures. However, increasing for those who educate students impacted by trauma yet to be comprehensively explored despite repeated exposure teachers child their experiences associated negative effects such as secondary traumatic stress, vicarious traumatisation, compassion fatigue burnout. This study follows teachers’ understandings reflections upon own after learning literatures supporting trauma-informed education. Interpretative phenomenological analysis was used methodological approach represent (N = 18) in order privilege language, voices participants. Results yielded new set domains assist increase when working with students. The likely upsurge across world experiencing symptoms (primary vicarious) arising from COVID-19 global pandemic makes this research timely relevant.