Wellbeing of Teachers when Supporting Students Exposed to Trauma: A Delphi Study

Abstract Studies have shown that working with trauma-exposed students can have negative impacts on teachers’ wellbeing. This study aimed to explore teachers’ experiences and how they can be supported when working with students exposed to trauma. Using Delphi methodology, 794 participants, including teachers, school leaders, trauma researchers, and mental health professionals completed a survey on their perceptions regarding the experiences and support needs of teachers when working with students exposed to trauma. Two hundred and twenty of these participants then completed a second survey and 206 completed a third survey. After the third survey, 231 of the 278 statements reached consensus, including individualised support through self-care training and mental health services, and structural support through school policies, cross-sector collaboration, training for school leaders, and greater resources for students exposed to trauma. Findings reveal that teachers face significant professional and personal challenges when supporting students exposed to trauma, and highlight the need for trauma-informed programs that are practical and reflect the day-to-day challenges. This study advances understanding of teachers’ experiences and support needs, providing a robust foundation for future development of trauma-informed programs aimed at supporting teacher wellbeing.