I Just Broke Down
Critical Care and Secondary Traumatic Stress in Multilingual Schools
Bibliographic Data
| ID | 7178570 |
|---|---|
| Authors | E Allard (0000-0001-6960-1398, Swarthmore College, corresponding author), B Thelamour (0000-0001-5601-8558, Swarthmore College), Yusra Ali (Swarthmore College), Naw Hser Nay Paw (Swarthmore College) |
| Year | 2025 |
| Volume | 58 |
| Issue | 1 |
| Publication date | 2025-12-22 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | The Urban Review (JOURNAL) |
| Journal identifiers | ISSN: 0042-0972 • E-ISSN: 1573-1960 |
| Publisher | Springer Science+Business Media (PUBLISHER • DE) |
| DOI | 10.1007/s11256-025-00798-w |
| OpenAlex | W7116666660 |
| Language | EN |
| References cited | 35 |
Drawing on nearly a decade of qualitative data collection and educator engagement at an immigrant-serving high school in Philadelphia, this essay explores the intersections of critical multilingual pedagogy with secondary traumatic stress (STS). STS is a mental health condition impacting professionals who work closely with trauma-impacted individuals, which can adversely impact their job satisfaction and career trajectories. Weaving teacher accounts with scholarship on critical care, STS, and teachers’ working conditions, the authors paint a complex picture of how, in spite of its myriad benefits for students, critical care can increase educators’ risk of developing STS in multilingual, immigrant- serving schools, especially in disenfranchised communities. Their analysis highlights the importance of working conditions and co-worker solidarity in either amplifying or reducing STS. These findings suggest the need for systemic approaches to understanding how secondary traumatic stress develops in schools and offer implications for school leaders and teacher educators, alike
Burnout · Compassion fatigue · Mental health · Qualitative research · Scholarship · Solidarity · Traumatic stress · Work (physics · Education and experiences of immigrants and refugees · Multilingual Education and Policy · Racial and Ethnic Identity Research
Learning a New Land
How Context Matters in High-Need Schools
A Qualitative Study of the Sources and Impact of Stress Among Urban Teachers
Teacher Turnover in High-Poverty Schools
Caring across linguistic difference
Centering trauma‐informed approaches in schools within a social justice framework
Whose culture has capital? A critical race theory discussion of community cultural wealth
Secondary Traumatization in Mental Health Professionals
Exploring the Borderlands
A Critically Compassionate Pedagogy for Latino Youth
Toward a theory of critical care in urban small school reform
Administrative support and its mediating effect on US public school teachers
The kids are terrific
Immigration Policy and Education in Lived Reality
Critical Care
Sociocultural Competence in Teacher Education
| Citation velocity | historical |
|---|---|
| Highly cited | No |