Compassion Fatigue in Education: Understanding, Prevalence, and Strategies for Resilience

This research summary provides an overview of key evidence on the prevalence and impact of compassion fatigue, burnout, and secondary traumatic stress in education. It explores strategies to support educators’ wellbeing, including multi-tiered resilience approaches, the role of compassion satisfaction, and the value of professional learning communities, such as PESA, in fostering collaboration, shared learning, and sustained professional growth

Author/Source: PESA

Last updated: 01/08/2025

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Compassion Fatigue in Education: Understanding, Prevalence, and Strategies for Resilience

Educators operate in emotionally demanding environments, often exposed to student trauma and crises. While teaching is deeply meaningful, it carries significant emotional costs, including compassion fatigue (CF), burnout, and secondary traumatic stress (STS). At the same time, educators can experience compassion satisfaction (CS) - the positive fulfilment derived from helping students thrive. Understanding these interrelated constructs is essential for developing interventions that support educator wellbeing, retention, and professional resilience (Stamm, 2010; Ruiz‑Fernández et al., 2022; Silent Cost, 2025).

Key Concepts: Compassion Fatigue, Burnout, and Compassion Satisfaction

Compassion Fatigue (CF): Describes the emotional and physical costs of caring for others experiencing trauma or adversity. CF encompasses both burnout and STS (Stamm, 2010; Sinclair et al., 2017).
Burnout: Results from chronic workplace stress, characterised by emotional exhaustion, cynicism, and reduced professional efficacy. Burnout arises primarily from systemic stressors such as workload and resource limitations, rather than trauma exposure (Maslach & Leiter, 2016; WHO, 2019).
Secondary Traumatic Stress (STS): Emotional distress caused by indirect exposure to trauma, such as hearing about or witnessing students’ suffering. STS can produce PTSD-like symptoms, including intrusive thoughts, hyperarousal, avoidance, and emotional numbing (Figley, 1995; Bride, 2007; Ormiston et al., 2022). In education, repeated exposure to student trauma heightens STS risk.
Compassion Satisfaction (CS): The positive reward and sense of purpose derived from making a meaningful difference in students’ lives. CS buffers against burnout and STS, supporting resilience and professional fulfillment (Stamm, 2010; Ruiz‑Fernández et al., 2022; Oberg et al., 2025).

Understanding the distinctions between burnout, STS, and CF, while recognising the protective role of CS, is critical for designing effective interventions.

Prevalence and risk in the Australian context

Australian research indicates that compassion fatigue and burnout are highly prevalent among educators. A national study reported that approximately 75% of teachers experience moderate to high secondary traumatic stress (STS), with 37% considering leaving the profession as a result (Silent Cost, 2025). Similarly, surveys of 1,612 teachers found that ~47% reported moderate burnout, ~30% high STS, and only ~27% experienced high compassion satisfaction (Oberg, MacMahon, & Carroll, 2025; Oberg et al., 2024). These findings highlight the significant emotional demands on educators and underscore the importance of targeted supports to maintain wellbeing and retention.

What can help: Practical applications for resilience

Evidence indicates that interventions are most effective when implemented at three levels: individual, relational, and organisational/ system.

Key Principles

STS and burnout are distinct but interrelated: STS arises from trauma exposure, burnout from chronic occupational stress; interventions must address both (Bride, 2007; Figley, 1995; Maslach & Leiter, 2016).

Compassion satisfaction buffers stress: Recognising the positive impact of one’s work enhances resilience and reduces the likelihood of leaving the profession (Stamm, 2010; Ruiz‑Fernández et al., 2022; Silent Cost, 2025).

Multi-level strategies are most effective: Individual skills, peer support, and systemic policies reinforce each other to reduce CF and strengthen CS.

Proactive monitoring and support: Regular assessment of STS, burnout, and CS enables timely support before professional or personal consequences escalate.

References

Behi, R., et al. (2023). Cognitive-behavioral interventions for occupational stress: A systematic review. Journal of Occupational Health.

Bride, B. E. (2007). Prevalence of secondary traumatic stress among social workers. Social Work, 52(1), 63–70.

Carsley, D., et al. (2019). A systematic review of mindfulness interventions in schools: Impact on teacher wellbeing. Educational Psychology Review.

Figley, C. R. (1995). Compassion fatigue: Coping with secondary traumatic stress disorder in those who treat the traumatized. Brunner/Mazel.

Hattie, J. (2025). Visible Learning: Updated synthesis of meta-analyses relating to achievement. Routledge.

Maslach, C., & Leiter, M. P. (2016). Understanding the burnout experience: Recent research and its implications for psychiatry. World Psychiatry, 15(2), 103–111.

MHFA Australia (2025). Embedding mental health first aid in schools.

NCTSN. (2017). Creating trauma-informed schools.

Oberg, G., MacMahon, S., & Carroll, A. (2024). Teacher wellbeing, trauma awareness, and professional quality of life. Australian Educational Researcher.

Oberg, G., MacMahon, S., & Carroll, A. (2025). Correction: Teacher wellbeing, trauma awareness, and professional quality of life. Australian Educational Researcher.

Ormiston, H., et al. (2022). Reflective supervision and peer support: Reducing secondary trauma in educators. Teaching and Teacher Education.

Ruiz‑Fernández, M. D., et al. (2022). Compassion satisfaction and fatigue in healthcare professionals: A systematic review and meta-analysis. International Journal of Environmental Research and Public Health, 19(1), 123.

Sinclair, S., et al. (2017). Compassion interventions: A systematic review and meta-analysis. Mindfulness.

Silent Cost. (2025). The Silent Cost: Impact and Management of Secondary Trauma in Educators. Energy Factory Pty Ltd & Deakin University.

Stamm, B. H. (2010). Professional Quality of Life Manual (ProQOL-5). ProQOL.org. Vo, D., & Allen, N. (2023). Mindfulness in education: Evidence for teacher wellbeing and resilience. Frontiers in Psychology.

WHO. (2019). ICD-11: Burn-out as an occupational phenomenon.

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