Summary
In this episode, Ridley explores the often unrecognized trauma educators experience, distinguishing it from burnout. The conversation delves into the effects of chronic emotional exposure, including hypervigilance, emotional numbing, and cognitive load. Ridley emphasizes the importance of understanding these experiences as responses to sustained stress rather than personal failures. The episode also discusses the guilt and moral injury teachers face and offers insights into healing and recovery strategies that prioritize self-compassion and support.

https://reclaimtheroom.org/
https://reclaimtheroom.org/posts/
https://reclaimtheroom.org/2025/12/31/teachers-overloaded-not-failing/
https://reclaimtheroom.org/free-resources/

Takeaways

Teachers often feel disconnected from themselves.
External expectations are still met despite internal struggles.
Feelings are deeper than simple exhaustion.
Educators experience pervasive issues.
These issues are rarely articulated.
Recognition of deeper issues is needed.
Mental health in education is crucial.
Addressing these issues is important.

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Figley, C. R. (2002). Compassion fatigue: Psychotherapists’ chronic lack of self care. Journal of Clinical Psychology, 58(11), 1433–1441. https://doi.org/10.1002/jclp.10090

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Herman, J. L. (2015). Trauma and recovery (rev. ed.). Basic Books.

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McEwen, B. S. (1998). Protective and damaging effects of stress mediators. New England Journal of Medicine, 338(3), 171–179. https://doi.org/10.1056/NEJM199801153380307

McEwen, B. S., & Stellar, E. (1993). Stress and the individual: Mechanisms leading to disease. Archives of Internal Medicine, 153(18), 2093–2101.

Neff, K. D. (2003). Self-compassion: An alternative conceptualization of a healthy attitude toward oneself. Self and Identity, 2(2), 85–101. https://doi.org/10.1080/15298860309032

Neff, K. D., & Germer, C. K. (2013). A pilot study and randomized controlled trial of the mindful self-compassion program. Journal of Clinical Psychology, 69(1), 28–44. https://doi.org/10.1002/jclp.21923

Porges, S. W. (2011). The polyvagal theory: Neurophysiological foundations of emotions, attachment, communication, and self-regulation. W. W. Norton & Company.

van der Kolk, B. A. (2014). The body keeps the score: Brain, mind, and body in the healing of trauma. Viking.