Supporting ourselves after trauma

A guide for faculty

Stylized illustration of a woman with glasses and a shadow self in blue tones, using a limited color palette for a layered effect.

Contributors:Megan McFarland, PSU Student Health And Counseling, Trauma Informed Oregon, and Members of the Suicide Prevention Collaborative at Portland State University

Faculty and staff often play a key role in supporting students during times of trauma or crisis. In the process, we may overlook our own emotional needs. This guide offers tools to help faculty recognize, respond to, and recover from the personal impact of trauma in the community.

Faculty experience trauma too

Faculty and staff may experience personal grief or secondary trauma while managing academic responsibilities and supporting students. It’s important to seek support, model healthy coping strategies, and remember that our role is to provide structure and connection—not to serve as a counselor.

Common trauma responses

Everyone processes trauma differently. Common responses may include:

Irritability or quick anger
Numbness or disconnection
Anxiety or increased urgency
Sadness or tearfulness
Fatigue or low energy
Restlessness or hyperactivity
Physical aches and pains

You might feel fine at first, then overwhelmed days later. There’s no correct timeline.

Trauma processing strategies for faculty

Supporting students through trauma while managing our own well-being can be deeply taxing. Prioritize your needs by practicing self-compassion, setting clear boundaries, and seeking support. The strategies below offer both immediate tools and long-term approaches. Try different techniques and pay attention to what brings relief, connection, or clarity—your needs may shift over time.

1. Prioritize self-compassion and boundaries

Extend yourself grace and non-judgment—your emotions and behaviors may look different than expected.
Set emotional and professional boundaries while supporting students. Example scripts:

“I care about what you’re going through, and I want to support you. I also want to connect you with the best resources. Would you be open to meeting with a counselor?”

“I want to be here for you, but I also need to take care of myself. Can I check in with you later?”

Allow yourself to ask for support from colleagues when needed.

2. Try processing and releasing strategies

Everyone processes trauma differently. Consider combining language-based (linguistic) and body-based (somatic) techniques. Reflect on how each affects your well-being.

Language-based strategies

For processing:

Freewrite by setting a timer for 5-15 minutes, and writing without editing.
Journal with prompts related to grief, loss, and community.
Talk aloud while alone or in a trusted space.
Cry, yell, or express strong emotions verbally.
Watch emotional media (e.g., sad movies) to facilitate release. If you feel “stuck” in sadness, set a limit (e.g., one episode, one movie), and follow it with a “releasing” activity.

Releasing and shifting:

Journal about joy, connection, and safety.
Sing or listen to uplifting music.
Say affirmations aloud (e.g., “I am safe, I am cared for”).
Watch light or humorous media.
Engage in simple mental tasks (e.g., crossword puzzles, data entry).

Body-based strategies

For processing:

Release stored tension — punch a pillow, throw ice into a bathtub.
Take warm baths or showers to soothe your nervous system.
Engage in self-massage, yoga, or stretching.
Listen to emotionally intense music (e.g., sad, angry, or cathartic music). If you feel “stuck” in these emotions, set a time limit (e.g., three songs) and transition to a releasing activity.
Create art about grief, loss, or connection.

Releasing and shifting:

Exercise (e.g., running, weightlifting, cardio workouts).
Take cold showers or plunges for nervous system reset.
Complete grounding exercises (e.g., breathing techniques, mindful movement) such as ventral vagal techniques, mental grounding exercises, or physical grounding exercises.
Dance or listen to joyful music.
Create art that reflects joy, love, or safety.
Complete simple motor-based tasks (e.g., cleaning, organizing, puzzles).
Spend time in nature to regulate emotions.
Wear clothing that feels comfortable and grounding.

Reflect on your grief and resilience

“After several traumatic events in my life and career, I’ve noticed I become calm and focused in a crisis. That helps me support others and make quick decisions. But I also know the emotional toll hits 1–3 days later, leaving me low-energy and anxious.

Now I try to complete cognitively demanding tasks the day after a crisis so I can rest and process later. When emotions surface, I journal, exercise, maintain routines, eat protein-rich foods, ask colleagues for executive function support, and attend therapy.”

– Anonymous, Adjunct Faculty, College of Education

The hard truth is that traumatic events will happen again over the course of a career in education. Reflecting on past experiences can help build resilience for future events.

Guiding questions:

What impact did the loss have on my brain and body?
Did I feel tired, numb, foggy, anxious, dissociated, or hyper-focused?
What coping strategies helped?
Did linguistic or body-based techniques feel more effective?
Did I need more solo or social processing?
What activities provided relief? What activities made me feel worse?

When to seek additional support

If distress significantly impacts daily functioning for more than two weeks, please consider accessing formal support like counseling, group therapy, or a consultation with your primary care provider.

Signs that additional support may be needed:

Ongoing disruptions to sleep, appetite, or focus
Persistent irritability or emotional numbness
Feeling stuck in a loop of distressing thoughts
Increased isolation or avoidance of usual responsibilities
Difficulty regulating emotions in class or professional settings

Portland State University resources

Employee Assistance Program (EAP)

Confidential mental health support for faculty and staff.

CARES Team

Confidential mental health support for faculty and staff.

Office of the Dean of Student Life

Guidelines for faculty when responding to a student death and resource for faculty helping students in dealing with the aftermath of tragedy.

SHAC (Student Health & Counseling) emergency and crisis services

Available for student referrals, but can also provide faculty guidance on supporting grieving students.

Trauma Informed Oregon (TIO) community response tools

Trauma-Informed Oregon collaborates with providers, individuals with lived experience, and families to advance trauma-informed policies and practices in health systems while promoting strategies for wellness and resilience

External mental health and crisis resources

Crisis lines

Lines for Life (Oregon-based crisis line): Call 1-800-273-8255
Multnomah County Mental Health Crisis Line: 24/7 support at (503) 988-4888. Crisis Text Line: Text HOME to 741741

Clinics & Centers

Cascadia Urgent Walk-in Clinic: Check website for current hours and contact information. Suicide & Crisis Lifeline (Call, text or chat): Dial 988
Portland Mutual Aid Network – A volunteer-led group that distributes food, personal care items, and survival supplies to unhoused individuals, prioritizing direct engagement and community-driven support.
Mutual Aid PDX – A network compiling mutual aid resources across Portland, including food distribution, tenant support, and direct financial assistance initiatives.
The Dougy Center – Provides support groups and resources for children, teens, young adults, and families grieving a death. Services are designed to offer a safe space for sharing experiences and finding support.