Perspectives on Vicarious Trauma in TESOL

Abstract This conceptual paper explores the concept of vicarious trauma of second language teachers of multilingual learners who have experienced trauma. We reflectively engage with and critique dominant discourses in the existing literature that examines the impact of this work. The paper problematizes common assumptions in the research, such as the inevitability of vicarious trauma, the contagion theory of trauma, and the main drivers of vicarious trauma in the TESOL context. It questions the use of qualitative methodologies in interdisciplinary research outputs which identify research participants as experiencing vicarious trauma rather than systematically testing other possibilities such as moral injury. It then critically examines claims that teachers' lack of boundaries and excessive empathy towards learners causes vicarious trauma. It problematizes proposed solutions to vicarious trauma that are largely grounded in individualized self‐care and then suggests more structural approaches to trauma‐related educator stresses.