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(p. 313) Addressing Secondary Traumatic Stress in Trauma-Informed Schools 

(p. 313) Addressing Secondary Traumatic Stress in Trauma-Informed Schools
(p. 313) Addressing Secondary Traumatic Stress in Trauma-Informed Schools

Brenda Sweeney

, and James Caringi

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date: 21 October 2020

Public schools support, educate, and care for all children who enroll. It is also the charge of public schools to care for the staff members educating these children. Secondary traumatic stress (STS) can impact an individual’s ability to regulate emotions, leading to depression and the manifestation of other anxieties. Numbing, avoidance, hyperarousal, and the re-experiencing of intrusive thoughts are all symptoms of STS that can affect an educator’s ability to perform. Three steps are needed to address STS: knowledge generation, identification, and intervention. Trauma-informed systems including multitiered systems of support can provide a framework within which awareness, identification, and intervention can be defined. Systems for addressing STS must include broad district-level support, building-level school community planning, and individual specific assistance. The “ABCs” identified in this chapter offer strategies for identifying and addressing STS on all three levels of the public education system.

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