Symptoms of Trauma Related to the COVID-19 Pandemic in Educators and Students

Background & Purpose:

In the United States, a nationwide shutdown began in mid-March of 2020 due to the COVID-19 pandemic. Many people faced financial insecurity, health insecurity, and food insecurity. When the shutdown began, most schools broke for spring break and did not reconvene for the remainder of the school year. This created huge gaps in necessary services and resources for students and families including academics, mental health services, social supports, food resources, and connection to the community. This study aims to explore the trauma and stress symptoms educators and students have experienced in relation to the COVID-19 pandemic during the 2020-2021 school year.

Methods:

This study is a cross-sectional survey design. Educators in kindergarten through 12th grade settings in a school district in West Central Texas were given a survey of questions about trauma symptoms, levels of stress, and student behaviors. Educators were asked about their trauma symptoms before the shutdown began and after the shutdown began to compare symptoms pre and post shutdown. They were then asked to indicate their current stress levels and their stress levels this school year in comparison to previous years. Finally, educators were asked to indicate whether or not they had seen in increase in challenging student behaviors in the classroom this school year in comparison to previous years. The results were analyzed using paired sample t-test, hierarchical regression analysis, crosstabulation, and frequency analyses.

Results:

The results showed that there was a statistically significant difference between trauma symptoms of educators before the shutdown and after the shutdown (t (70) =-8.89, p=.000; d=.99). There was also a statistically significant relationship between educators’ stress levels and trauma symptoms following the shutdown (p=.000). Most teachers did not report an increase in difficulty managing classroom behaviors. Overall, there was not a reported increase in student behaviors that are indicative of trauma. There were only four behavior categories that educators indicated an increase in this school year: high distractibility, avoidance of classroom activities, refusal to participate, and mental withdrawal.

Conclusions & Implications:

The COVID-19 pandemic shutdown has had a traumatic effect on those involved in the education system. Due to the traumatic effects that COVID-19 pandemic had on educators, and likely students, there is a need for greater access to mental health services. Therefore, it is important for mental health services and interventions to be provided in schools. Schools are central to the health and well-being of communities. They develop future generations who will live and work within the community, as well as employ and connect adults and families currently living and working in the community to resources and social connections. It is of the utmost importance that schools adequately invest funding and resources into high-quality services to promote the well-being of all who benefit from educational institutions.