A Self-Care and Wellness Framework in Educator Preparation to Address Burnout, Compassion Fatigue, and Secondary Traumatic Stress

ABSTRACT

As a result of stress, burnout, and attrition, the U.S. has perpetual teacher shortages. While systemic changes are necessary to improve the field of education, teaching as a helping profession is stressful, with multiple job responsibilities and roles. In addition to work-related stress and burnout, teachers are also affected by compassion fatigue and secondary traumatic stress (STS). This article provides a self-care and wellness framework for faculty at educator preparation programs to embed across coursework and clinical practice, supporting preservice teachers (PSTs) through a preventative approach. We explain each construct and follow up with case studies to illustrate how signs and symptoms may appear for PSTs. Our wellness framework and self-care lessons are intended to make self-care strategies tangible, applicable, and easily integrated into PSTs’ educational, professional, and personal lives.

KEYWORDS:

• Preservice teachers
• burnout
• compassion fatigue
• secondary traumatic stress
• wellness
• self-care

Disclosure Statement

No potential conflict of interest was reported by the author(s).

Additional information

Notes on contributors

Sara Werner Juárez

Sara Werner Juárez is an Assistant Professor of Special Education, Extensive Support Needs at Cal Poly Pomona. She is a faculty member in the College of Education and Integrative Studies in the Education department. Her areas of expertise include teacher preparation, self-care for teachers, evidence-based and inclusive practices, and positive behavioral interventions. As a former special education teacher, Dr. Juárez experienced the stress, burnout, and compassion fatigue documented in the research. She identifies with her teacher candidates’ journeys and strives to support them holistically in their preparation program. For self-care, Dr. Juárez enjoys family walks and bike rides, high intensity group exercise classes, and pretend play, sports, and games with her child.

Alicia Brown Becton

Alicia Brown Becton is Chair of the Department of Research, Counseling, and Curriculum at Augusta University. Her current research agenda focuses on effective treatment modalities for highly marginalized groups (e.g., individuals with disabilities), cultural competency among educators and administrators, and employment among individuals in addiction recovery. Dr. Becton provides training in various areas related to cultural competency, socioemotional learning, and trauma-informed practices. Overall, Dr. Becton takes pride in assisting students in fostering a sense of meaning and purpose, while working collaboratively with all stakeholders. For self-care, Dr. Becton enjoys watching movies (spending quality time) with her family, anything that involves ”laughter,” and physical activity, specifically weight training and HIIT workouts.