Therapists and clinicians work with their supervisors to process their feelings about difficult situations they see in their work. Teachers are applying similar practices to help with some of the difficulties they see in the classroom.
It was a Friday morning in early May, just before Mother’s Day, when a group of preschool teachers settled onto oversized pillows and colorful beanbags for a conversation that would lead to tears, frustration and — eventually — a sense of clarity on a delicate matter involving a child.
“It’s not every child you take home with you,” said teacher Melanie Swingle, who has worked at the Hiveley Street center for a year. “But some of our children, you think about them … You’re washing your hair and you’re like ‘I wonder if she’s going to get a shower today.’” The approach is part of a growing effort across the country to recognize and address the impact on educators of what’s known as “secondary trauma,” the distress that comes from learning about difficult things that have happened to others.
Although early childhood educators don’t necessarily have higher rates of depression or anxiety than the general population, research has shown that an early childhood workforce that’s mentally healthy can provide When she gathered the teachers of the Hiveley center for their reflective supervision session in May, Massingile touched only briefly on the subject of Mother’s Day before turning to the real purpose of the discussion.
“It’s heartbreaking,” one teacher said. “We’re the outsiders looking in. We can see through the glass but can’t say anything.” It’s difficult to know how many schools across the country are taking steps to address secondary trauma or to actively support the mental health of educators. She credits the program with the drop in teacher turnover she’s seen at the center. Last year was the first time that all of the teachers she expected to return for the new school year in fact returned. She’s also seen changes in her staff, she said.
Now, she said, reflective supervision and other trauma-informed practices have helped reframe the problem for teachers. Having a place to discuss all of that makes it easier for her to respond effectively to big behaviors she sees in the classroom, she said.
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