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Presentation Type

Open Access Oral Presentation

Abstract

Adverse Childhood Experiences (ACEs) impact individuals both psychologically and physically into adulthood. Children with ACEs often face challenges in learning, emotional regulation, and behavioral outbursts. Consequently, teachers supporting these students may experience Secondary Traumatic Stress and burnout. This examines the relationship between teacher burnout and students' ACEs. Using a mixed-methods approach guided by the Transactional model, the research discusses Allostatic Load and Toxic Stress theories. Teachers in the Waterloo area (n=10) completed the Professional Quality of Life Survey and the Trauma Informed Education Knowledge Survey. Findings indicate that teachers exhibit moderate burnout levels and possess high trauma knowledge, particularly those working with students with ACEs. So far, results suggest that trauma knowledge alone does not prevent secondary trauma. The study recommends creating trauma-informed environments to support both teachers and students, enhancing learning and teaching experiences.

Start Date

13-4-2026 12:00 PM

End Date

13-4-2026 12:15 PM

Faculty Advisor

Itunu Ilesanmi

Department

Department of Social Work

Student Type

Undergraduate Student

Comments

Award: Fruehling Undergraduate Research Fellowship

File Format

application/pdf

File Size

1.17 MB

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Apr 13th, 12:00 PM Apr 13th, 12:15 PM

The Impact of Teacher Burnout on Learning Ability in Elementary Children with ACEs

Adverse Childhood Experiences (ACEs) impact individuals both psychologically and physically into adulthood. Children with ACEs often face challenges in learning, emotional regulation, and behavioral outbursts. Consequently, teachers supporting these students may experience Secondary Traumatic Stress and burnout. This examines the relationship between teacher burnout and students' ACEs. Using a mixed-methods approach guided by the Transactional model, the research discusses Allostatic Load and Toxic Stress theories. Teachers in the Waterloo area (n=10) completed the Professional Quality of Life Survey and the Trauma Informed Education Knowledge Survey. Findings indicate that teachers exhibit moderate burnout levels and possess high trauma knowledge, particularly those working with students with ACEs. So far, results suggest that trauma knowledge alone does not prevent secondary trauma. The study recommends creating trauma-informed environments to support both teachers and students, enhancing learning and teaching experiences.