No abstract

No abstract

Studies show teaching is a highly stressful profession and that chronic work stress is associated with adverse health outcomes. This study analysed physiological markers of stress and self-reported emotion regulation strategies in a group of middle school teachers over 1 year. Chronic physiological stress was assessed with diurnal cortisol measures at three time points over 1 year (fall, spring, fall). The aim of this longitudinal study was to investigate the changes in educators' physiological level of stress. Results indicate that compared to those in the fall, cortisol awakening responses were blunted in the spring. Further, this effect was ameliorated by the summer break. Additionally, self-reported use of the emotion regulation strategy reappraisal buffered the observed blunting that occurred in the spring.

Because many educators experience stress and burnout, identifying factors that promote health and wellbeing among teachers and school staff is critical. Educators’ mindfulness is one aspect of social-emotional competence that may protect them from experiencing burnout and its negative consequences. In the current study, 64 educators completed self-report measures of mindfulness, burnout, affect, sleep-related impairment, daily physical symptoms, stress, and ambition. Results of cross-sectional analyses indicated that educators’ mindfulness had strong, consistent negative associations with three widely-studied components of burnout: emotional exhaustion, depersonalisation, and low personal accomplishment. The link between mindfulness and burnout was partially explained by affect, sleep-related impairment, and daily physical symptoms. In addition, the protective effect of mindfulness was most pronounced among more stressed and more ambitious educators. This study adds to accumulating evidence that mindfulness promotes resilience in educators and may foster healthy educators, classrooms, and students.

Intraindividual variability in stress responsivity and the interrelationship of multiple neuroendocrine systems make a multisystem analytic approach to examining the human stress response challenging. The present study makes use of an efficient social-evaluative stress paradigm –the Group Public Speaking Task for Adolescents (GPST-A) – to examine the hypothalamic-pituitary-adrenocortical (HPA)-axis and Autonomic Nervous System (ANS) reactivity profiles of 54 adolescents with salivary cortisol and salivary alpha-amylase (sAA). First, we account for individuals’ time latency of hormone concentrations between individuals. Second, we use a two-piece multilevel growth curve model with landmark registration to examine the reactivity and recovery periods of the stress response separately. This analytic approach increases the models’ sensitivity to detecting trajectory differences in the reactivity and recovery phases of the stress response and allows for interindividual variation in the timing of participants’ peak response following a social-evaluative stressor. The GPST-A evoked typical cortisol and sAA responses in both males and females. Males’ cortisol concentrations were significantly higher than females’ during each phase of the response. We found no gender difference in the sAA response. However, the rate of increase in sAA as well as overall sAA secretion across the study were associated with steeper rates of cortisol reactivity and recovery. This study demonstrates a way to model the response trajectories of salivary biomarkers of the HPA-axis and ANS when taking a multisystem approach to neuroendocrine research that enables researchers to make conclusions about the reactivity and recovery phases of the HPA-axis and ANS responses. As the study of the human stress response progresses toward a multisystem analytic approach, it is critical that individual variability in peak latency be taken into consideration and that accurate modeling techniques capture individual variability in the stress response so that accurate conclusions can be made about separate phases of the response.