Summary
In this episode of Reclaim the Room, Ridley discusses the pressing issues surrounding student behavior problems and the impact on teachers, highlighting the distinction between burnout and secondary traumatic stress. The conversation delves into the challenges educators face, the inadequacy of proposed solutions, and practical strategies for teacher support. Ridley emphasizes the need for systemic change while offering actionable steps for teachers to protect their well-being.

Long, C. (2025, August 8). The survey says: ‘We’re at a crisis point’. NEA Today. National Education Association. https://www.nea.org/nea-today/all-news-articles/survey-says-were-crisis-poi

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Takeaways
We're stepping into conversations about what's showing up in the news.
These problems have reached a national crisis point.
Teachers report losing instructional time.
An outburst fractures the rest of the period.
Burnout reflects a workload depletion.
Secondary traumatic stress is often mislabeled as burnout.
Teachers need support, not just to manage students.
We routinely expect teachers to be responsible for parent engagement as well.
Teachers and paraprofessionals are absorbing abuse, stress, and trauma.
None of this replaces systemic change.

Summary

In this conversation, Howard and Ridley discuss the impact of chronic stress on educators, exploring its physiological and psychological effects. They delve into the science behind stress responses, the importance of recognizing bodily signals, and practical strategies for managing stress and promoting well-being. The discussion emphasizes the need for connection, support, and a reframing of resilience in the context of education, ultimately advocating for a more compassionate approach to self-care and recovery.

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https://reclaimtheroom.org/2025/12/31/teachers-overloaded-not-failing/
https://reclaimtheroom.org/?p=853
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APA REFERENCES
Clauw, D. J. (2014). Fibromyalgia: A clinical review. JAMA, 311(15), 1547–1555. https://doi.org/10.1001/jama.2014.3266
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. https://doi.org/10.1001/archinte.1993.00410180039004
Porges, S. W. (2011). The polyvagal theory: Neurophysiological foundations of emotions, attachment, communication, and self-regulation. W. W. Norton.
van der Kolk, B. A. (2014). The body keeps the score: Brain, mind, and body in the healing of trauma. Viking.
Yehuda, R., & LeDoux, J. (2007). Response variation following trauma: A translational neuroscience approach to understanding PTSD. Neuron, 56(1), 19–32. https://doi.org/10.1016/j.neuron.2007.09.006

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.

Figley, C. R. (1995). Compassion fatigue: Coping with secondary traumatic stress disorder in those who treat the traumatized. Brunner/Mazel.

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

Herman, J. L. (1992). Trauma and recovery: The aftermath of violence—from domestic abuse to political terror. Basic Books.

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

Jennings, P. A., & Greenberg, M. T. (2009). The prosocial classroom: Teacher social and emotional competence in relation to student and classroom outcomes. Review of Educational Research, 79(1), 491–525. https://doi.org/10.3102/0034654308325693

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.