Mindfulness and the International Classification of Functioning, Disability and Health as Tools for Managing Secondary Trauma Experienced by School-Based Speech-Language Pathologists and Audiologists

By integrating TISC principles, mindfulness, and the ICF framework, this article provides a foundation for sustainable, trauma-informed practice in school settings, one that prioritizes addressing the professional's own trauma and well-being, thereby enhancing their capacity to effectively support the students they serve.