“You Are Left Holding Their Despair”: A Reflexive Thematic Analysis of Secondary Trauma Among School Staff

Abstract Background School personnel are frequently exposed to student trauma, placing them at risk for secondary traumatic stress (STS) and potentially compromising the school’s capacity to effectively support traumatized youth. However, the conceptualization of STS within education remains ambiguous, and the experiences of staff, particularly in Ireland and the U.K., are underexplored. This study aimed to explore the lived experiences of secondary trauma among school personnel in Ireland and the U.K. to understand its effects and identify sources of perceived support. Method Semi-structured online interviews were conducted with 11 school personnel, purposively sampled from primary and secondary schools in the U.K. and Ireland. Data were analyzed using reflexive thematic analysis, within a constructivist paradigm. Findings Four main themes were constructed: (1) A System Under Strain, detailing institutional failures and performative support; (2) The Intrusive Weight of Trauma, describing the emotional and personal toll, including STS symptoms like intrusion and mood changes; (3) The Nurturer and The Fixer, exploring the negotiation of professional identity and personal responsibility toward trauma-impacted students; and (4) Navigating the Burden, a patchwork of informal coping mechanisms in the absence of formal support. Conclusion STS is a significant occupational risk for educators, potentially exacerbated by systemic failures. The findings suggest that school staff experience some symptoms consistent with STS. However, not all criteria indicative of clinical levels are represented, and the concept of ''mirrored trauma'' is proposed to describe how staff’s personal histories and identities may shape the unique manifestation of STS in this population. Staff call for a shift from a focus on individual resilience to creating system-wide, trauma-informed support structures. This systemic support is argued to be essential for both staff well-being and child trauma recovery. Potential implications for school policy are discussed.