A study released in May found that Secondary Traumatic Stress (STS) is a significant threat to teacher wellbeing, mental health and retention, with 37.3% of those surveyed saying they’re likely or extremely likely to leave the profession due to STS, and a further 18% unsure if they will remain.
The groundbreaking breaking research led by Dr Adam Fraser and Dr John Molineux from Deakin University is the final report from a preliminary nationwide study published in 2024 involving 2,285 educators, and which collected 1,068 stories of trauma and 107 detailed interviews.
And this comes in a year that nearly half of Australia’s K–12 teachers say has been the most stressful year of their careers – eclipsing even the darkest days of the pandemic.
While STS is an issue that pervades all schools, research shows that staff working in special education units are impacted the most.
“In terms of school type, a strong pattern emerged that showed educators in Special Education Units within Mainstream Schools faced more significant challenges and negative impacts,” the report stated.
“Special Education Schools were second highest in STS, Impact of Personal History of Trauma, and Exposure to Secondary Trauma. These results show that people within Special Education are struggling more than Mainstream schools. “
In terms of other differences, Secondary schools experience more Personal History of Trauma and have the highest Likelihood of Resigning, the report found.
Part of the problem is that while there is a push to phase out dedicated special schools, these units often carry a heavier burden without the same resources that other schools receive.
Pre-service teachers need STS awareness
Matthew Johnson, President of the Australian Special Education Principals’ Association, said the 107 in-depth interviews and 1,068 qualitative comments painted a clear picture: teachers in their first five years and those in regional or remote settings bear the heaviest emotional loads, with trauma exposure driving persistent rumination and even thoughts of leaving the profession.
“Educators in special settings often encounter complex challenges that can have significant emotional impacts,” Johnson told The Educator. “In supporting students who face diverse needs, educators may experience Secondary Trauma, affecting their wellbeing and, by extension, the students they serve.”
Johnson said ASEPA recognises the critical need to understand and address these challenges to sustain a healthy and resilient workforce in our schools.
“This research represents a significant step forward in identifying the prevalence and key factors of Secondary Trauma, as well as the strategies that educators currently employ and those that prove most effective,” he said.
“ASEPA’s commitment to commissioning this research reflects our dedication to advocating for the wellbeing of educators—and especially special educators—across Australia.”
Johnson said ASEPA hopes these insights will drive meaningful change, offering educators the support and resources they need to continue their essential work in an increasingly demanding environment.
“Moving forward, we need to build STS awareness into all pre-service teacher programs, so new educators recognise trauma signs from day one, and scale up trauma-informed professional learning across every school,” he said.
Critical supports should include regular workshops, coaching in evidence-based self-care strategies, and mandatory peer-support groups, he said.
“Schools must be resourced and supported to embed accessible counselling services and debriefing protocols into their standard practice, while education systems formally recognise STS as an occupational health issue, backing it with dedicated funding, clear policy safeguards, reporting mechanisms and leadership accountability,” he said.
“By combining grassroots support in each school with system-level policy change, we can protect our educators’ wellbeing, reduce turnover, and ensure that the passion that drew them into teaching endures throughout their careers.”