Sirera, MereciaOteyo, JohnGithae, EuniceNjeri, EuniceChege, LydiaMalasi, FloraMutheu, Jane2023-05-182023-05-182023Wambua, S., Sirera, M., Oteyo, J., Githae, E., Njeri, E., Chege, L., ... & Mutheu, J. (2023). Examining the Relationship Between Selected Demographics and Levels of Vicarious Trauma among teachers working in Educational Assessment and Resource Centres in Kenya. Journal of African Interdisciplinary Studies, 7(2), 70-80.2523-6725http://ir-library.ku.ac.ke/handle/123456789/25335ArticleIn the past two decades, there has been a rapid growth in research evidence showing that teachers working in educational assessment and resource centres (EARCs) are at risk of vicarious trauma (VT). Whilst the causes VT may be diverse, understanding personal demographics as indicators of potential vulnerability can help to support EARCs avoid exposure to extreme VT. However, studies that examine the association between individual demographic characteristics and traumatic symptoms are scarce, particularly in sub-Saharan African countries. This article reports part of the results of a cross-sectional survey-based PhD study on the emotional effects of vicarious trauma on professional development among teachers in educational assessment and resource centres in Kenya. The results presented in this document are based on a random sample (n = 107) of special needs teachers from Kenyan EARC centres. The study found that approximately 27.1% (at least 2 in every 10) of teachers working in EARCs exhibit traumatic symptoms, risk factors for VT. The study also found that there is no single demographic structure that uniquely characterises the group of teachers at risk for VT; however, teachers who had prior training in functional assessment (FA) were significantly less vulnerable to VT. The study also found that early career teachers with less than 10 years of professional experience exhibited significantly higher levels of VT compared to more experienced teachers. Other personal demographics that tend to influence levels of VT to a mild extent include highest level of academic training and gender where those with bachelor’s degree and male teachers tend to exhibit slightly higher levels of VT. It should be noted that age was not a significant factor in almost all cases. The study recommends the development of VT management skills in induction programmes for newly recruited EARC teachers. The study recommends establishment of EARC support system and mechanisms domiciled at the grassroot level.enKenyavicarious traumaspecial needsdisabilitiesfunctional assessmentArticle