Special Education M.A.

Number of Pages


Year Approved


First Advisor

Mrozinski, Jan

Second Reader

Charles Strand;


Educator trauma-informed teaching practices in education systems are paving the way for schools to meet the needs of students who have experienced trauma and support students from experiencing secondary trauma. Furthermore, exploring the effects and impacts of the COVID-19 pandemic also conveys the influences of indicators in educators' burnout. Research suggests that understanding the influences of educator burnout indicators allows policy leaders, districts, and schools to address the increasing levels of educator burnout. Unfortunately, our society does not know the lasting impact COVID-19 had on our educational system for both students and teachers. Findings in the research revealed impacts on educator self-efficacy and influences on burnout from increased work demands but a lack-there-of support for educators. Policy leaders, districts, and schools can implement strategies such as collaborative planning time, allowing time for teachers to implement trauma-informed pedagogy into their classrooms, and accessing support for self-care to address the need to decrease the likelihood of burnout to support our education system. Research does suggest that COVID-19’s impacts on the educational system are bringing to light future issues in education; however, as a society, we can only assume the lasting impacts, and this is where further research is needed.

Degree Name

Special Education M.A.

Document Type

Masterʼs thesis