Attitudes Towards Disability and Burnout among Teachers in Inclusive Schools in France

Abstract

Western countries have placed a lot of importance on school inclusion policies in the last decade. Strong promotion of these policies encourages teachers to express egalitarian attitudes and behaviours towards all students. However, at the same time teachers may experience feelings of discomfort because of perceived difficulties and powerlessness in implementing the inclusion policy. The discrepancy between what teachers say and their internal discomfort can lead to burnout. The aim of this study was to test the relationship between a teacher's implicit and explicit attitudes towards disability and burnout. To this end, we used explicit selfreported measures of attitudes and burnout, and a specific paradigm to assess implicit attitudes towards disability (disability-IAT). Results showed that implicit attitudes were significantly more negative than explicit attitudes. The more positive the explicit attitudes, the less the individuals experienced exhaustion, whereas the more negative the implicit attitudes, the more exhausted the respondents felt. These results suggest teachers need to internalise positive feelings about inclusion to protect themselves against risks of emotional exhaustion.

Neural Empathic Response to Disability: an ERP Study of Prejudice

“…The difference in early empathic reactions between the two groups can be connected to findings suggesting that the affective component of empathy is a hallmark of prejudice (for a synthesis, see Han, 2018). This is consistent with many of the findings regarding attitudes towards people with disabilities indicating a gap between benevolent intentions and prejudice (Rohmer, Palomares et al, 2022).…”

Correlation of the technical subjects teachers burnout syndrome incidence level on the geographical teacher action in a specific region of Slovakia

“…Many feel the need to function as if nothing has happened, even though this may be at the expense of their own health and psychological well-being [26,27] . Rohmer et al [28] or Marič et. al.…”

Removing the academic framing in student evaluations improves achievement in children with dyslexia: The mediating role of self‐judgement of competence

“…For example, to what extent is the contribution of lay beliefs about factors that make a child successful or not at school taken into account when inclusion fails? The involvement of teachers' attitudes and beliefs in the success of inclusion has recently been analyzed through social psychology lenses (Bastart, Rohmer, & Popa‐Roch, 2021; Jury et al, 2021; Rohmer, Palomares, & Popa‐Roch, in press; Vaz et al, 2015). A few studies revealed that teachers' beliefs predict students' academic outcomes (Hornstra, Dedessen, Bakker, Van den Bergh, & Voeten, 2010; Van den Bergh, Denessen, Hornstra, Voeten, & Holland, 2010).…”