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

https://www.reclaimtheroom.org
https://reclaimtheroom.org/posts/
https://reclaimtheroom.org/free-resources/
https://www.instagram.com/reclaim.the.room/
https://www.facebook.com/groups/reclaimtheroom

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.

https://reclaimtheroom.org/free-resources/
https://reclaimtheroom.org/products/
https://reclaimtheroom.org/posts/
https://reclaimtheroom.org/2025/12/31/teachers-overloaded-not-failing/
https://reclaimtheroom.org/?p=853
https://www.instagram.com/reclaim.the.room/
https://www.facebook.com/groups/reclaimtheroom


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.

In this episode, Howard and Ridley explore the concept of burnout in the teaching profession, questioning whether the term accurately reflects the challenges educators face. They discuss how the language of burnout may shift responsibility onto teachers rather than addressing systemic issues. The conversation delves into the emotional and relational aspects of teaching, emphasizing the need for trauma-aware language to understand better and support educators. The episode encourages a shift from individual solutions to systemic changes, highlighting the importance of honest conversations and trauma-informed support.

Takeaways

Burnout may misrepresent the challenges teachers face.
Language shapes the solutions considered for educators.
Teaching involves continuous emotional exposure, not just workload.
Burnout language can shift responsibility onto teachers.
Trauma-aware language provides a better context for educators' experiences.
Systemic changes are needed, not just individual solutions.
Honest conversations and trauma-informed support are crucial.
Burnout describes exhaustion, but not the whole story.
Naming the right problem is key to finding real solutions.
Support should align with educators' reality of work.

In this conversation, the Ridley and Howard delve into the complexities of mental health, sharing personal experiences and insights on navigating life's challenges. They discuss the importance of recognizing signs of mental distress, the weight of guilt stemming from past traumas, and the significance of finding purpose and support in the healing journey. The dialogue emphasizes the need for open discussions about mental health and the value of therapy in processing emotions. Ultimately, the conversation serves as a reminder that healing is a continuous journey, and it's okay to seek help along the way.

Takeaways
Life can be overwhelming, and it's okay to acknowledge that.
Mental health struggles are everyday and should be openly discussed.
Recognizing signs of mental distress is crucial for healing.
Guilt can be a heavy burden, often stemming from past experiences.
Finding purpose can help anchor us during tough times.
Self-discovery is a journey that often involves confronting past traumas.
Support from loved ones is essential in navigating mental health challenges.
It's important to talk about feelings and not bottle them up.
Therapy can provide a safe space to process emotions and experiences.
Moving forward requires patience and self-compassion.

Summary
In this episode of Reclaim the Room, Ridley reflects on previous discussions about trauma in education, particularly focusing on secondary traumatic stress, the effects of trauma on the nervous system, and the detrimental impact of silence within school cultures. The episode serves as a pause to ground the audience in these concepts before moving forward into future conversations about support in schools.

Takeaways
Secondary traumatic stress is often hidden in educators.
Trauma exposure in schools is constant and unrelenting.
Understanding trauma is essential for addressing behavior.
Silence in school cultures can lead to exhaustion and disconnection.
The nervous system's response to trauma affects teaching and learning.
Educators are not broken for feeling the effects of trauma.
School systems need to recognize the impact of trauma on staff.
Honest conversations about support are crucial for change.
Silence has a cost that manifests in various negative ways.
Taking care of oneself is vital in the educational profession.

In this episode of "Reclaim the Room," Ridley takes the microphone solo to explore the often-overlooked impact of stress on educators' nervous systems. Through relatable stories and expert insights, Ridley highlights the anticipatory stress teachers face every day, comparing their experiences to those of first responders. This conversation aims to empower educators by helping them understand their body's natural reactions and offering practical steps to manage the emotional demands of teaching. Tune in for a thoughtful discussion that acknowledges educators' challenges and provides a supportive space for reflection.

Takeaways

- Educators experience stress similar to first responders.
- The nervous system constantly scans the classroom for threats.
- Teaching environments can cause anticipatory stress.
- Understanding your nervous system can reduce self-blame.
- Regulation comes from small, repeated cues of safety.
- Co-regulation with colleagues can help manage stress.
- School culture greatly influences teacher well-being.
- Teachers often carry emotional residue from their students.
- Self-care advice must be practical and realistic.
- Teachers deserve recognition for their emotional labor.

References
Figley, C. R. (2015). Compassion fatigue: Coping with secondary traumatic stress disorder in those who treat the traumatized. Routledge.
Herman, K. C., Hickmon-Rosa, J., & Reinke, W. M. (2018). Empirically derived profiles of teacher stress, burnout, self-efficacy, and coping and associated student outcomes. Journal of Positive Behavior Interventions, 20(2), 90–100.
Hydon, S., Wong, M., Langley, A. K., Stein, B. D., & Kataoka, S. (2015). Preventing secondary traumatic stress in educators. Child and Adolescent Psychiatric Clinics of North America, 24(2), 319–333.
Luthar, S. S., & Mendes, S. H. (2020). Teachers’ well-being and the toll of caring. Educational Researcher, 49(1), 30–42.
Porges, S. W. (2017). The pocket guide to the polyvagal theory: The transformative power of feeling safe. W. W. Norton & Company.
Siegel, D. J. (2020). The developing mind: How relationships and the brain interact to shape who we are (3rd ed.). Guilford Press.
Sonnentag, S., & Fritz, C. (2015). Recovery from job stress: The stressor-detachment model as an integrative framework. Journal of Organizational Behavior, 36(1), 72–103.
van der Kolk, B. A. (2014). The body keeps the score: Brain, mind, and body in the healing of trauma. Viking.

In this episode, Ridley discusses the profound impact of Secondary Traumatic Stress (STS) on teachers, emphasizing the emotional burden they carry from their students' trauma. The conversation explores the silence that often follows traumatic experiences, the lack of support in educational environments, and the physiological responses to stress. Ridley shares personal anecdotes, research findings, and practical strategies for teachers to manage their emotional health and break the cycle of silence. The episode concludes with a call for awareness and support for teachers' mental health.
Key Takeaways:
Secondary Traumatic Stress (STS) affects teachers deeply.
Silence in the classroom can lead to emotional overload.
Teachers often feel unsupported in high-stress environments.
Compassion fatigue is a real issue for educators.
The body remembers trauma even when the mind moves on.
Grounded self-talk can help manage stress responses.
Breathing techniques are effective for calming the nervous system.
Journaling is a powerful tool for emotional processing.
Silence can lead to burnout if not addressed.
Teachers need a supportive community to share their experiences.