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Fangyan Chen, Yabo Ge, Wenjun Xu, Junshuai Yu, Yiwen Zhang, Xingjian Xu & Shuqiong Zhang. (2023) Changing Kindergarten Teachers’ Mindsets Toward Children to Overcome Compassion Fatigue. Psychology Research and Behavior Management 16, pages 521-533.
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Sierra Cordova, Val Altieri$suffix/text()$suffix/text(), John McCarthy & Robert Diehl. (2023) Coping With the Cost of Caring, Part 1: Approaching a Breaking Point in the Current Educational System. Journal of Physical Education, Recreation & Dance 94:6, pages 43-54.
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R. Gabriela Barajas-Gonzalez, Heliana Linares Torres, Anya Urcuyo, Elaine Salamanca, Melissa Santos & Olga Pagán. (2022) “You’re Part of Some Hope and Then You Fall into Despair”: Exploring the Impact of a Restrictive Immigration Climate on Educators in Latinx Immigrant Communities. Journal of Latinos and Education 0:0, pages 1-22.
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Beth Rankin. (2022) An Overview of Research on Secondary Traumatic Stress in K-12 Teaching: What We Know and What We Still Need to Learn. The Educational Forum 86:2, pages 138-150.
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Chunyan Yang. (2021) Online Teaching Self-Efficacy, Social–Emotional Learning (SEL) Competencies, and Compassion Fatigue Among Educators During the COVID-19 Pandemic. School Psychology Review 50:4, pages 505-518.
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Rebecca Stephenson & Karen Huchting. (2020) Teaching in troubling times: the effects of political climate in classrooms. International Studies in Catholic Education 12:2, pages 156-171.
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Suniya S. Luthar & Skyler H. Mendes. (2020) Trauma-informed schools: Supporting educators as they support the children. International Journal of School & Educational Psychology 8:2, pages 147-157.
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James C. Caringi, Cameo Stanick, Ashley Trautman, Lindsay Crosby, Mary Devlin & Stephanie Adams. (2015) Secondary traumatic stress in public school teachers: contributing and mitigating factors. Advances in School Mental Health Promotion 8:4, pages 244-256.
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Shana Jackson Haines, Jessica Strolin-Goltzman, Sarah K. Ura, Andrew Conforti & Abijah Manga. (2022) It Flows Both Ways: Relationships between Families and Educators during the COVID-19 Pandemic. Education Sciences 12:11, pages 745.
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Lyra L’Estrange & Judith Howard. (2022) Trauma-informed initial teacher education training: A necessary step in a system-wide response to addressing childhood trauma. Frontiers in Education 7.
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Judith Howard, Lyra L’Estrange & Meegan Brown. (2022) National Guidelines for Trauma-Aware Education in Australia. Frontiers in Education 7.
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Monica M. Fitzgerald, Kimberly Shipman, Marcela Pauletic, Kate Ellesworth & Allison Dymnicki. (2022) Promoting educator social emotional competence, well-being, and student–educator relationships: A pilot study. Mental Health & Prevention 26, pages 200234.
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Kathryn Simon, Lea Petrovic, Courtney Baker & Stacy Overstreet. (2022) An Examination of the Associations Among Teacher Secondary Traumatic Stress, Teacher–Student Relationship Quality, and Student Socio-Emotional Functioning. School Mental Health 14:2, pages 213-224.
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Xiajun Yu, Changkang Sun, Binghai Sun, Xuhui Yuan, Fujun Ding & Mengxie Zhang. (2022) The Cost of Caring: Compassion Fatigue Is a Special Form of Teacher Burnout. Sustainability 14:10, pages 6071.
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Crystle N. Alonzo, Rouzana Komesidou, Julie A. Wolter, Maura Curran, Jessie Ricketts & Tiffany P. Hogan. (2022) Building Sustainable Models of Research–Practice Partnerships Within Educational Systems. American Journal of Speech-Language Pathology 31:3, pages 1-13.
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Junhee Myung, Jihoon Song & Hyejung Lee. (2021) The Effects of COVID-19 on the Job Stress Rate of Early Childhood Teachers. Korean Journal of Human Ecology 30:1, pages 35-44.
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Catharine Biddle & Lyn Mikel Brown. (2020) Banishing “Siberia” and Student Seclusion: Leading Trauma-Informed Systems Change in a Rural School. Journal of Cases in Educational Leadership 23:2, pages 85-97.
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Kelly Weegar & Elisa Romano. (2019) Child Maltreatment Knowledge and Responses Among Teachers: A Training Needs Assessment. School Mental Health 11:4, pages 741-753.
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Lisa V. Blitz, Elizabeth M. Anderson & Monique Saastamoinen. (2016) Assessing Perceptions of Culture and Trauma in an Elementary School: Informing a Model for Culturally Responsive Trauma-Informed Schools. The Urban Review 48:4, pages 520-542.
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