Abstract
Research on trauma in education has primarily focused on the student experience while the prevalence and scope of educator trauma remains largely unexplored, especially through an identity-conscious lens. This study addresses the gap in our understanding of educator trauma through a national survey of United States educators. Results indicated that most educators have experienced primary trauma and a majority have also experienced secondary trauma as a result of their students' traumatic experiences. Results further revealed that educator primary trauma differs across age, race/ethnicity, and sexual orientation, while educator secondary trauma differs by school context. Implications for educational leaders and administrators are considered, as well as directions for further research centring identity-conscious approaches to educator trauma.