5: An Autoethnographic Account of Gun Violence and Its Impact on Teachers in K–12 Schools

This chapter presents an autoethnographic account of the impact of gun violence on teachers in K–12 schools, centering the often-overlooked emotional, psychological, and professional consequences of such trauma. Drawing on personal experience, the narrative illustrates how exposure to violence, whether through community incidents, student involvement, or broader school shootings, reshapes teachers’ sense of safety, professional identity, and relationships with students. The chapter highlights symptoms akin to post-traumatic stress, including hyper-vigilance, anxiety, and depression, and explores how these responses influence classroom management, pedagogy, and long-term career decisions. In particular, the author reflects on the challenges of maintaining stability for students while grappling with unresolved trauma, often without adequate institutional support. Beyond personal reflection, the chapter situates these experiences within broader systemic issues, including teacher attrition, burnout, and the lack of trauma-informed policies addressing educator well-being. Ultimately, the chapter advocates for systemic reforms that prioritize mental health and provide comprehensive support for educators.