Under RCW 28A.300.825, OSPI has been tasked with sharing resources and assessments to prevent and respond to STS. WSSDA has developed and posted a model policy and procedure to prevent and address STS in the workforce. Districts must periodically review their policies and procedures for consistency with updated versions of the model policy and procedure.Adopt, or amend if necessary, policies and procedures that, at a minimum, incorporate all the elements.Provide appropriate resources and training.Conduct regular assessments of district and school level implementation inclusive of input form workforce.Report to district school board annually on district workforce mental health committee activities.Share links to STS self-assessment tools and associated resources.Share STS, stress management, and other mental health resources from OSPI, ESD and SEBB (HCA).Legislative Requirements DistrictĮstablish a district-wide workforce mental health committee which is directed to: Signs and symptoms of STS vary but when left unaddressed may lead to staff turnover, burnout, adult chronic absenteeism and health issues which negatively impacts everyone in the school community. In other words, STS can be an outcome of what is an educators greatest asset: they care deeply about their students and families. ![]() By implementing policy through strategic use of professional learning and a continuous improvement process, districts and schools can reduce staff turnover, increase student outcomes, and model healthy behaviors for the entire school community.Ĭertificated and classified staff, like many others in helping professions, tend to experience STS at greater rates than those in other professions due to the persistent exposure to and expectation of caretaking for students with emotionally painful experiences. Sometimes known as compassion fatigue, the toll of tending to someone's painful experiences can create very real symptoms in caregivers, including teachers.“Įnsuring the wellbeing of educators is a critical component to sustaining an effective workforce and promoting student outcomes. The Association of Supervision and Curriculum Development defines Secondary Traumatic Stress (STS) as "…the emotional distress that arises when someone vicariously experiences the traumatic experiences of another individual. This legislation acknowledges the significant toll STS has on educators, and subsequently students, and focuses on the adoption of policy and procedures so that districts and schools can take meaningful steps in supporting their staff’s health and well-being. ![]() In the spring of 2021, SHB 1363: Addressing Workforce Secondary Traumatic Stress (STS) in the K-12 workforce was passed into legislation.
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