421 Harvard Educational Review Vol. 89 No. 3 Fall 2019 Copyright © by the President and Fellows of Harvard College Educators’ Secondary Traumatic Stress, Children’s Trauma, and the Need for Trauma Literacy HAL A. LAWSON University at Albany, State University of New York JAMES C. CARINGI University of Montana RUTH GOTTFRIED David Yellen Academic College of Education BRIAN E. BRIDE Georgia State University STEPHEN P. HYDON University of Southern California In this essay, authors Lawson, Caringi, Gottfried, Bride, and Hydon introduce the concept of trauma literacy, connecting it to students’ trauma and educators’ sec- ondary traumatic stress (STS). Interactions with traumatized students is one cause of STS; others derive from other traumatic encounters in schools and communities. Undesirable effects of STS start with professional disengagement and declining per- formance, include spill-over effects into educators’ personal lives, and, ultimately, may cause them to leave the profession. The authors contend that alongside trauma- informed pedagogies and mental health services for students, mechanisms are needed for STS prevention, early identification, and rapid response. To benefit from and advance this dual framework, educators need a trauma-informed literacy that enables self-care, facilitates and safeguards interactions with trauma-impacted students and colleagues, and paves the way for expanded school improvement models. Keywords: trauma, adverse childhood experience, secondary traumatic stress, school mental health, trauma-informed schools, interprofessional collaboration