Scholarlink

<p>Young people in Australia are experiencing concerning levels of mental ill-health, with more than one in five reporting high psychological distress. As educators responsible for supporting students’ social and emotional wellbeing, Year Coordinators face frequent exposure to student distress alongside heavy teaching demands, placing them at heightened risk of compassion fatigue. Yet rather than acknowledging the structural forces that intensify this risk, compassion fatigue is often framed as an individual shortcoming. This qualitative study draws on semi-structured interviews with 15 Year Coordinators across Australia to examine the systemic conditions shaping educators’ vulnerability to compassion fatigue. Using a Framework Method informed by critical neoliberal theory and scholarship on care work, findings reveal that the devaluation of care work and neoliberal logics in schooling leave educators managing complex workloads without adequate support. These insights have international significance as teachers globally are increasingly tasked with supporting students' mental health within similarly under-resourced systems.</p>

错误：搜索内容不能为空，请输入英文关键词
错误：关键词超出字数限制，请精简
高级检索

An exploration of the cultural and structural influences on Year Coordinators’ vulnerability to compassion fatigue

  • 期刊论文

  • 出版模式：

    开放获取

  • 发表日期：

    2026年5月21日

查看全文
  • Mariel Lombard,
  • Jacqueline Ullman,
  • Nida Denson

摘要

Young people in Australia are experiencing concerning levels of mental ill-health, with more than one in five reporting high psychological distress. As educators responsible for supporting students’ social and emotional wellbeing, Year Coordinators face frequent exposure to student distress alongside heavy teaching demands, placing them at heightened risk of compassion fatigue. Yet rather than acknowledging the structural forces that intensify this risk, compassion fatigue is often framed as an individual shortcoming. This qualitative study draws on semi-structured interviews with 15 Year Coordinators across Australia to examine the systemic conditions shaping educators’ vulnerability to compassion fatigue. Using a Framework Method informed by critical neoliberal theory and scholarship on care work, findings reveal that the devaluation of care work and neoliberal logics in schooling leave educators managing complex workloads without adequate support. These insights have international significance as teachers globally are increasingly tasked with supporting students' mental health within similarly under-resourced systems.