120. Rebuilding After Trauma: How Teachers Can Return to the Classroom with Confidence

Nov 12, 2024

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TOPICS COVERED:

The challenges teachers face when returning to the classroom after traumatic experiences
The impact of secondary trauma on educators from witnessing student struggles
Strategies for rebuilding confidence and managing stress in the teaching environment
The importance of nervous system awareness and grounding techniques for emotional well-being
Redefining success in teaching to prioritize self-care and personal growth
Building a supportive network through mentorship and therapy for educators
Exploring alternative roles in education that support gradual re-entry
Acknowledging the non-linear journey of returning to teaching and celebrating small victories

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TRANSCRIPT:

[0:01] You know, teaching can be an incredibly rewarding profession, but it also can leave some pretty deep scars, especially after facing challenging

[0:11] and sometimes traumatic experiences. For many teachers, trauma doesn't always come directly. It can come as secondary trauma from witnessing students' struggles or managing the stress of increased violence or constantly navigating the fears around gun violence in schools. And sometimes it's just the daily emotional toll of feeling unsupported in a system with mounting demands. And if you've been there or if you're grappling with the idea of maybe returning to teaching after traumatic experiences, this episode is here for you.

[0:46] Today, what we're really talking about is the reality of how it might be to reenter the classroom after trauma with insights on how to rebuild in a way that truly protects your well-being. You're going to hear some practical strategies for managing stress, for finding renewed confidence, and for creating a sustainable approach to teaching that keeps you in mind. Stick around to the end because you're going to have a new perspective or ways to share this information with other educators who have dealt with traumatic experiences with real support and encouragement to reconnect with this passion that brought you into the profession. So let's not waste any time and let's get into it.

[1:50] Before we dive into today's episode, I want to give a special shout out to, and this is funny because it's just a bunch of letters, but A-K-U-C-J-F-E-U-B, our reviewer of the week. They shared, I started listening to this podcast last year when I was really starting to get unhappy at work. I would listen on my way to work, and Brittany's upbeat attitude and great ideas were exactly what I needed to help me get through a very rough patch last year. I am determined to have a better year this school year, but I will definitely still be listening. Thank you so much for all that you do. And thank you so much, random letters, knowing that these episodes have helped you through a tough time and that you'll be part of a brighter year ahead. That means so much to me. And these conversations that we have, like, it just brings me so much joy. And if you are a longtime listener of the podcast or if you just started listening in, If it has brought you any encouragement, any fresh ideas, or even just a moment of calm, I would love it if you would leave a five-star review on Apple Podcasts. This is an incredible way for you to help just support this very free podcast. And it helps other educators to find these resources. And I feel like together as a community, we are helping to beat burnout for teachers once and for all. So it would mean a lot to me if you do this.

[3:12] In this episode, though, I want to address a question that was received in the Resilient Teacher community on Facebook. It was actually received quite a while ago, but I think it's still relevant, and I want to make sure that I answer this question. It's truly what inspired this episode, and this teacher shared something that I think many of us have felt but might not always want to talk about, right? So I want to recognize that some of us have experienced this in different ways. Maybe it's through gun violence or just being not supported. So just take what resonates in this. But the post says, what resources or advice do you have for someone who has had some traumatic teaching experiences but wants to return to teaching? Long story short, my first year of teaching resulted in injuries caused by both young students and high stress levels.

[4:07] I left teaching after that year, but I decided to sub. I've gotten to a point where I no longer feel high levels of anxiety or panic when I go in to teach, but I still have some fears and worries about teaching somewhere full-time. I'm not sure where to start when it comes to unpacking that and setting myself up for a good year if I choose to go back. Any advice or resources would be greatly appreciated. And so I think it's important first off to just recognize, you know, this is a huge reality for a lot of teachers. I mean, having that as a first year of teaching experience, like I can't imagine because that experience was not mine. I cannot imagine how difficult that would be because that's like the foundation of your teaching experience, right? And for anybody who has experienced something similar, you know like how tough it can be to imagine stepping back into a classroom after a traumatic experience. Like, I experienced a traumatic experience later on in my teaching career, but that first year, I can't imagine the severity of the panic or the anxiety that you're feeling.

[5:17] And so, you know, after a traumatic experience, like either if it's physical injury or sickness or burnout or some other type of violence or just the trauma of not being supported or that secondary trauma, right? We all know teaching is one of those rewarding jobs, but it also brings these challenges that impact our mental and physical health. And it's why we are here on this podcast. And I think one of the most important tips would, I've got three of them, but one of those would be to focus on your body's cues, like building that nervous system awareness. I think one of the biggest and best gifts that you can give to yourself as you ease back into teaching is just to start to tune in to your body's nervous system and practice that awareness. Trauma, because I've dealt with trauma in different aspects and I've researched this a lot, but it can deeply affect our body's stress response. And we've talked about this extensively on the podcast and other episodes,

[6:22] but reentering in a teaching environment can trigger those old anxieties. Like we've talked about how you can have that happen at the beginning of the school year if you were in severe stress or burnout at the end of the school year, right? So yeah.

[6:43] Going back into that teaching environment, that can trigger some of those old anxieties, even if they've lessened over time. And so developing some grounding practices can create a sense of safety. It can create this sense of control. And so helping you to manage those stress responses in real time. So some ways that you can do this are to just take these brief moments throughout your day to take some short breaks. Like if you're reentering the classroom, maybe it's outside of the classroom to just breathe, to recalibrate. Just a few minutes can help you shift out of that fight or flight mode.

[7:21] Creating those intentional check-ins. Set up moments throughout your day to ask yourself like how you are feeling. And while I know this sounds like a little bit fluffy, this is a really simple practice that can help you stay attuned to your body and your emotions. Responding before that stress builds. We are very busy as teachers, and so it is not always set up to do this naturally within our day, right? We can compound that stress over the course of your day. And so having those little intentional check-ins allows us more time to process throughout the day instead of letting it build, right? Getting that cortisol levels building throughout the day. Having some calming techniques, really quick strategies. I am a huge fan of breath work, and I've talked about it with Dr. Katie Raher here on the podcast. So I'll link that episode down below if you're interested in it. But a few deep breaths. It's so easy to do, right? A body scan.

[8:21] Having another favorite grounding practice. Maybe it's like where you do some muscle relaxation techniques or something like that to just release that tension. Helps your body to process in a place where you can't always release that stress at the end of your day, right? This can be done with your students. And I personally love to teach students these practices to do with me because they keep me accountable, right? Like I've had students say, you know, Ms. Blackwell, do we need to stop and do a few deep breaths? And it's funny because they were noticing like I was getting overwhelmed. So every time that you listen to what your body needs, you're building a foundation of safety and control that can guide you as you start to move forward. But I also think it is worth mentioning that working with a trauma-informed therapist can also be incredibly supportive and give you more of these tools because everybody's different, right? Like, what I do to release stress throughout my day is very different. And so working with a trauma-based therapist to give you these tools to process these feelings and equip you for the classroom is chef's kiss. So therapy.

[9:34] Step number two, redefine what success looks like. Step number two, redefine what success looks like.

[9:45] Step number two, redefine what success looks like. I think returning to teaching after a traumatic experience, it's not about stepping back into the classroom. It's also a really amazing opportunity to redefine what success means for you, like how you can have a supportive foundation for a year focused on your well-being, your growth. Because obviously for the original poster, the original person who's asking this question, you weren't given that opportunity as a first-year teacher. And that's very difficult. So redefining that self-care is a priority. Like self-care, I think, is an overused term. But we got to make this a non-negotiable. Setting a hard stop at the end of the workday or taking time to recharge or giving yourself permission to just say no. that can make all the difference. You kind of have an advantage here because you're returning to the classroom and these boundaries that we set, those can just be habits over time instead of trying to change that flow later down the road. I want to recommend also that you reach out to mentors.

[11:01] Find some trusted colleagues if you have that ability or find members in the resilient teacher community if you don't have that in your building or in your community. That trauma-based therapist, I'm going to say it again, people who understand the unique pressures of teaching can make all the difference in the world. And I have interviewed several therapists on here that have been teachers before. So I highly recommend them. Selfing with Claire on Instagram, is an amazing therapist, and she was a teacher, so she understands that. And I think like –.

[11:43] Having the right support network can absolutely change everything and truly help to provide that encouragement and that accountability while you ease back into teaching. And success, that might look different for you now. That's okay. I think, you know, you didn't really have a very good foundation in the beginning. And so taking time to just celebrate those smaller victories, whether it's handling a challenging situation calmly or connecting positively with a student or simply just making it through a tough day, these wins are steps forward on your journey. And so really recognizing those can change the trajectory and the paths that your brain make, okay?

[12:32] When it comes to coming back after experiencing this trauma, I think that starting slow really creates this space to process and rebuild

[12:43] confidence at a manageable pace. So step three would just be to consider other ways of starting slow, okay? And I think the original poster did a great job of just kind of recognizing, hey, I want to get back in. But if you are experiencing something traumatic now, you may want to do this in a slow fashion. And so the reality that many of us face is not everybody has the financial flexibility to ease back into teaching. I think financial pressures are real. And for many of us, the urgency to secure a steady income makes a full-time position feel like the only feasible option. So if that's your situation, please know there is absolutely no shame in needing to move forward quicker. This journey is about finding what works best for you. But if you do have some flexibility, easing back in.

[13:43] Can make a world of a difference. Beginning with other roles that don't, you know, carry that same day-to-day pressure, like working in an after-school program or part-time work or taking on a substitute teaching, those can be great ways to re-acclimate. And so an after-school program, for instance, often have fewer hours. They have a more relaxed atmosphere.

[14:06] Smaller groups, that lets you reconnect with students in a lower stress environment. Part-time teaching or long-term subbing. Those can also be really great ways and great starting points to give you the exposure to varied age groups, different school communities, different classroom dynamics, and just testing those waters. When we start with subbing or part-time work, it's not just about like managing the stress, right? It also kind of lets you explore different school cultures before committing to a full-time position. Sometimes trauma in teaching isn't just about the event itself, but it's intensified about how the environment or how the leadership handled it, right? Like subbing or working in smaller roles can give you the insight into a school's culture and their approach to discipline, their teacher support, how administration kind of handles those challenges. So you kind of get a preview of whether a particular school's values and practices align with what you need to feel supported, what you need to feel safe and valued as a teacher. Each school has a unique environment. And when you have these diverse settings, you'll kind of gain that clarity to what feels sustainable and aligned with your needs. So if you find a place with the right balance, it can lead to that more fulfilling and more supportive return to teaching.

[15:31] Wherever your starting point is, though, I want you to give yourself permission to pause and to reassess along the way. This is not going to be a linear process, and it's okay to adjust how you do this. I think each small step, whether it's setting boundaries in an after-school program, right, or building confidence through subbing or exploring supportive school cultures, those are going to move you closer to a teaching environment that truly supports who you are. You don't have to dive straight back into full-time teaching. Sometimes it's just finding ways to re-engage with students without that high-intensity environment.

[16:12] That can be exactly what you need. Some other roles that you might want to explore that allow you to work with students while also setting boundaries and protecting your well-being could be project-based or coaching roles. These positions kind of allow for that meaningful work with students while providing that lower stakes environment. Tutoring or online education, one-on-one or small group settings allow you to feel comfortable you know, a little bit better with that direct connection with students, but also kind of give you that calmer pace. It makes it easier for you. It could be curriculum development or consulting. Like if the classroom still feels overwhelming, there are absolutely impactful roles in education that don't involve classroom management, but allow you to make a difference. I never want to tell a teacher, that they have to stay in teaching if it's overwhelming, if it's too much for them. There are ways to make an impact in the world of education without directly being in the classroom as an educator.

[17:19] This could allow you this re-entry, this step-by-step re-entry could just mean taking on those roles like part-time subbing or, you know, working in an after-school program. It doesn't just help you ease back in. It just lets you to explore all of that. So quick recap. Number one, focus on your nervous system and balancing that. Also, one and a half, get a therapist.

[17:44] Number two, redefine what success looks like. And number three, consider some alternative ways of being involved until you are ready and you feel safe to go back full time. To the teacher who shared this question, I want to thank you. Like, thank you for your vulnerability, for your courage.

[18:02] Coming back to subbing after a tough experience, that really shows how resilient you are. And now you're taking the steps to set yourself up for success as you can consider returning to a full-time role. But if it's not right, it's not right. And I want to acknowledge that everybody's journey is different. Teaching is a job. And every small step that you take, whether it's through subbing, through after school, through working with a therapist, those all are going to bring you closer to the job. Role where you can thrive without sacrificing your well-being. And that is so important. For anyone else who's listening out there that can relate, please know that you're not alone. If you are feeling inspired, like, join the conversation. Let's talk about it some more. Share your story. Share your advice. Or just leave some encouragement in the comments on our community page or on social media, wherever it is. I feel like together, we are supporting each other. We're finding our way back one step at a time. Don't forget, you are a resilient teacher. We're in this together. You've got this.

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