Examining Coping Mechanisms Among Teachers and Administrators After Experiencing Gun Violence at School

According to recent research, gun violence at schools has become a public health issue. Teachers, administrators, students, and communities are trying to cope with the aftermath of gun violence at schools. The purpose of this qualitative phenomenological study was to identify coping mechanisms among teachers and administrators after experiencing gun violence at school. The theoretical framework was the transactional model of stress and coping, contending that a person’s capacity to cope and adjust to challenges and problems is a consequence of transactions. Data collection included Zoom interviews with 10 participants. Findings from coding and thematic analysis indicated that experiencing gun violence can result in risk factors that can be reduced by implementing coping mechanisms. Findings on emotional stress and physical issues provide information on decision making and planning for teachers and administrators who have experienced gun violence and needed resources for adverse mental health outcomes. Findings may be used to address positive social change through trauma-informed practices, safe space in classroom settings, and interventions for teachers and administrators.