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Drawing on a community needs assessment of 178 surveyed educators and focus groups, it connects emotional safety, organizational climate, and educator support needs. Findings show mixed well-being, higher burnout risk, and demand for guided training, consultation, advocacy support, and implementation-focused peer groups. Recommendations emphasize adequate resources, stress-aware leadership, and effective teacher training to sustain whole-child support.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":35,"@type":76,"position":81},"https://docshare.wps.com/document/healthcare/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/research-to-practice-brief-trauma-informed-practices-educator-well-being/587047/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/research-to-practice-brief-trauma-informed-practices-educator-well-being/587047.png","ImageObject",300,407,{"name":92,"@type":93},"Fahsai","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-22","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":8},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What is the brief’s main focus?","Question",{"text":112,"@type":113},"The brief explains how trauma-informed practices relate to educators’ well-being and what resources educators need to implement them in school settings.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How was the community needs assessment conducted?",{"text":117,"@type":113},"Two school districts invited 450 certified staff for a mixed-methods assessment; 178 educators completed the survey and focus groups included 14 participants.",{"name":119,"@type":110,"acceptedAnswer":120},"What resources did educators find most helpful?",{"text":121,"@type":113},"Educators reported the greatest helpfulness from opportunities to connect with others, in-person guided wellness activities, training to identify students needing support, and other relevant trauma-informed training.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},587047,1792633308,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":34,"category_name":35,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":8,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":19,"language":139,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":140,"faqs":141,"seo_title":142,"seo_description":67,"update_tm":143,"read_time":52},549768702563,"https://ap-avatar.wpscdn.com/avatar/8000c4aa63b76e948b?x-image-process=image/resize,m_fixed,w_180,h_180&k=1786536092046926083","February 2025  \nResearch to Practice Brief  \nTrauma-Informed Practices & Educator Well-being  \nThis brief summarizes the following article:  \nAragón, K. M., Mullin, A. C., Felix, E. D., Appel, O., & Sharkey, J. D.(2024) . Identifying what educators need to support trauma-informed practices in the schools: A community needs assessment. School Psychology, 39(5) , 520–529. [https://doi.org/10.1037/spq0000621](https://doi.org/10.1037/spq0000621)  \n10 Point Paradigm Connection: Safety, Security, Freedom  \nThe Paradigm Point of Safety, Security, Freedom highlights the importance of school communities that work to provide an emotionally compassionate and personally validating environment for learning. One pathway for doing this is implementing trauma-informed practices.  \nEducators rely on trauma-informed practices to cultivate conducive learning environments that support the needs of the whole child, which encompasses physical, mental, and emotional well-being. In the research reviewed in this brief, Aragón et al.(2024) focus on educators and assess their needs in regard to implementing trauma-informed practices.  \nWhat  \nAlthough academic needs were high following the COVID-19 pandemic, emotional well-being and reintegration also became high priorities for educators. Post COVID-19 stress, fear, and anxiety increased for many students, in addition to traumas and behavioral health concerns that were present beforehand. Educators became key in implementing trauma-informed practices with little to potentially no preparation. This study sought to understand educators’ own well-being and their views of resources and supports when implementing trauma-informed practices in schools.  \nWho  \nTwo school districts invited a random selection of 450 certified school staff to participate in this mixed-methods needs assessment. For the survey portion, 178 educators (39.5% response rate) completed the survey. Focus groups included 14 participants. Of the survey respondents, 57.6% were general education teachers, with the rest serving other educational roles within the two surveyed districts.  \nHow  \nThis study addressed the following research questions to better understand the relationship between educator well-being and resources use for trauma-informed practices:  \n1. How are educators doing across measures of psychological well-being?  \n2. What resources did educators say they wanted? What did they use? How helpful did they find these resources?  \n3. What factors affected teachers’ use of resources?  \nThe identified participants were anonymously surveyed via email. Three in-person focus groups and one combined-district virtual group were conducted to meet participant availability needs.  \nMajor Findings  \n1. Educator well-being: Educators reported mixed results for how they were doing. Teachers indicated a high degree of well-being and low levels of secondary traumatic stress. Atthe same time, educators reported elevated levels of burnout, with the majority experiencing symptoms of burnout (feelings of emotional exhaustion, depersonalization, and low levels of personal accomplishment) at least once a week. Stressors such as lack of empathy and frustration with work were high. Teachers also expressed that the delivery of self care and mental health resources without proper guidance on implementation increased feelings of burnout.  \n2. Useful resources: Of the resources that were provided to them, participants found the most helpful were opportunities to connect with others, in-person guided wellness activities, training to identify students who may need support, and other relevant trauma-informed training. Educators would have liked to have had more resources in the form of opportunities for consultation while implementing newly learned skills (38% of respondents) , more training in how to  \nadvocate for further resources (37%) , and support groups focused on implementing new skills (36%) .  \n3. Factors influencing resource use: The researchers found","cbCaiuHJVTXGinJi","https://ap.wps.com/l/cbCaiuHJVTXGinJi","pdf",159371,"English","# 10 Point Paradigm Connection: Safety, Security, Freedom\n# What\n# Who\n# How\n# Major Findings\n## Educator well-being\n## Useful resources\n## Factors influencing resource use\n# Suggested Citation","[{\"question\":\"What is the brief’s main focus?\",\"answer\":\"The brief explains how trauma-informed practices relate to educators’ well-being and what resources educators need to implement them in school settings.\"},{\"question\":\"How was the community needs assessment conducted?\",\"answer\":\"Two school districts invited 450 certified staff for a mixed-methods assessment; 178 educators completed the survey and focus groups included 14 participants.\"},{\"question\":\"What resources did educators find most helpful?\",\"answer\":\"Educators reported the greatest helpfulness from opportunities to connect with others, in-person guided wellness activities, training to identify students needing support, and other relevant trauma-informed training.\"}]","Research to Practice Brief - Trauma-Informed Practices & Educator Well-being | PDF",1792060545]