Teaching on the Frontlines: A Narrative Inquiry of Teachers' Experiences With School‐Based Trauma

BACKGROUND: This study is grounded in the Whole School, Whole Community, Whole Child (WSCC) model, which highlights the interconnectedness of student and staff well-being in promoting healthy, safe, and supportive school environments. It explores how school-based trauma influences teachers' well-being and professional identity. METHODS: Utilizing a qualitative, narrative inquiry approach, four K-12 teachers in New York City Title I charter schools participated in three semi-structured interviews and one school-based observation. Data were analyzed thematically and represented through a narrative documentary script. RESULTS: Findings are organized around four narrative threads: (1) trauma's impact on teacher well-being, (2) the emotional burden of unresolved student trauma, (3) post-COVID-19 disruption to school climate, and (4) purpose and teacher leadership as sources of resilience. Participants described trauma exposure as cumulative over time and influential in shaping their professional identities and leadership trajectories. IMPLICATIONS FOR SCHOOL HEALTH POLICY, PRACTICE, AND EQUITY: Trauma-informed professional learning, accessible mental health resources for staff, and opportunities for teacher leadership are essential in building and maintaining safe, equitable, and resilient schools. CONCLUSIONS: Centering teacher narratives reveals how direct and secondary trauma affect educators' health and capacity to sustain supportive learning environments for the students they serve.