Background

The effects of COVID-19 pandemic on children have been immense.

Objective

In this commentary, we argue for the need to utilize research-practice-policy partnerships to address the issue of educator burnout and Secondary Traumatic Stress.

Participants and setting

Education systems have the potential to be the site of public health interventions in helping to identify and address the needs of children and families.

Methods

In this commentary, we review the literature on child trauma and adversity, educator burnout, and research-practice-policy partnerships.

Results

With the return to in-person learning, educators, and the systems in which they work are overwhelmed by the magnitude of mental health challenges presenting in the classroom due to child trauma. As a result, many educators are reporting high levels of compassion fatigue, secondary trauma, and burnout, which are known predictors of leaving the workforce. Many of the strategies employed to address educator compassion fatigue, secondary trauma, and burnout focus directly on the individual level (e.g., deep breathing, yoga). Yet the compassion fatigue, secondary trauma, and burnout are rooted in larger system failures to address the growing needs of children and families.

Conclusions

By bringing together key community members, including educators, and utilizing local data to inform policy decisions, actionable, trauma-informed solutions can create the conditions for thriving educators and therefore, thriving children.

中文翻译：

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利用研究-实践-政策伙伴关系减轻童年创伤对教育者倦怠的影响

背景

COVID-19 大流行对儿童的影响是巨大的。

客观的

在这篇评论中，我们认为需要利用研究-实践-政策伙伴关系来解决教育者倦怠和继发性创伤压力问题。

参加者及设置

教育系统有潜力成为公共卫生干预措施的场所，帮助确定和满足儿童和家庭的需求。

方法

在这篇评论中，我们回顾了有关儿童创伤和逆境、教育工作者倦怠以及研究-实践-政策伙伴关系的文献。

结果

随着面对面学习的回归，教育工作者及其工作系统对课堂上因儿童创伤而出现的严重心理健康挑战感到不知所措。因此，许多教育工作者都报告了严重的同情疲劳、继发性创伤和倦怠，这些都是众所周知的离开劳动力队伍的预测因素。许多用于解决教育者同情疲劳、继发性创伤和倦怠的策略直接关注个人层面（例如深呼吸、瑜伽）。然而，同情心疲劳、继发性创伤和倦怠的根源在于更大的系统未能满足儿童和家庭日益增长的需求。

结论

通过将包括教育工作者在内的关键社区成员聚集在一起，并利用当地数据为政策决策提供信息，可操作的、基于创伤的解决方案可以为教育工作者的蓬勃发展创造条件，从而为儿童的蓬勃发展创造条件。