Secondary trauma & trauma-informed leadership
Track
Track 2: Leadership, Organizational Culture & Systems Change
Publication Date (MM-DD-YYYY)
3-7-2026
Start Date (MM-DD-YYYY)
3-7-2026 1:45 PM
End Date (MM-DD-YYYY)
3-7-2026 2:15 PM
Presentation Type
Presentation
Description
Research on secondary trauma among K–12 educators has grown substantially, yet its translation into leadership practice remains limited. This presentation examines how doctoral research on secondary trauma can move beyond academic literature to inform sustainable, trauma-informed leadership within school organizations.
Drawing on findings from a doctoral dissertation focused on secondary trauma in urban K–12 educational settings, this session explores how prolonged exposure to student trauma affects educators’ emotional capacity, instructional effectiveness, leadership decision-making, and organizational culture. While the literature consistently documents the prevalence and consequences of secondary trauma, schools often rely on individual-level coping strategies rather than systemic leadership responses.
Using a scholar-practitioner framework, this presentation illustrates how secondary trauma research has been operationalized in school leadership practice, including the design of culture systems, professional learning structures, and healing-centered supports for educators. The session highlights concrete leadership implications and emphasizes the role of school leaders in shifting from reactive wellness initiatives to preventative, sustainable organizational practices.
Aligned with the conference theme Research in Action: From Literature to Life, this presentation addresses the guiding question, Where will your research take you? by demonstrating how educator trauma research can shape leadership decisions, inform professional development, and contribute to healthier, more sustainable educational environments. Participants will gain insight into how scholarly research can serve as a catalyst for meaningful change when intentionally translated into practice.
Recommended Citation
(2026). Secondary trauma & trauma-informed leadership. Retrieved from https://fuse.franklin.edu/dsa-conf/2026/presentations/7
Secondary trauma & trauma-informed leadership
Research on secondary trauma among K–12 educators has grown substantially, yet its translation into leadership practice remains limited. This presentation examines how doctoral research on secondary trauma can move beyond academic literature to inform sustainable, trauma-informed leadership within school organizations.
Drawing on findings from a doctoral dissertation focused on secondary trauma in urban K–12 educational settings, this session explores how prolonged exposure to student trauma affects educators’ emotional capacity, instructional effectiveness, leadership decision-making, and organizational culture. While the literature consistently documents the prevalence and consequences of secondary trauma, schools often rely on individual-level coping strategies rather than systemic leadership responses.
Using a scholar-practitioner framework, this presentation illustrates how secondary trauma research has been operationalized in school leadership practice, including the design of culture systems, professional learning structures, and healing-centered supports for educators. The session highlights concrete leadership implications and emphasizes the role of school leaders in shifting from reactive wellness initiatives to preventative, sustainable organizational practices.
Aligned with the conference theme Research in Action: From Literature to Life, this presentation addresses the guiding question, Where will your research take you? by demonstrating how educator trauma research can shape leadership decisions, inform professional development, and contribute to healthier, more sustainable educational environments. Participants will gain insight into how scholarly research can serve as a catalyst for meaningful change when intentionally translated into practice.
